Teacher Grad Recruit Program

8 days ago, from Department of Education & Training Victoria
Horsham Primary School is committed to providing an environment that ensures students will establish life-long learning skills and develop as confident, responsible, and resilient individuals who will make positive contributions to the global community.
The Horsham Primary School staff team is committed to making a difference in the lives of young people.
Values The qualities we value at Horsham Primary School are:
Respect: Treat others fairly, with consideration for self, others, property and the environment. Tolerance: Building relationships through a shared culture of cooperation and acceptance of diversity of all community members. Excellence: Continuously striving always to achieve your personal best. Honesty: Act in a moral and ethical way and be honest and sincere in what we say and do. Responsibility: Taking ownership of your choices, actions and their consequences. Community and Demographics The school is a dual campus P-6 Primary School with a combined enrolment of approximately 439 students. Both campuses are situated in the North Eastern area of Horsham City.
The Student Family Occupation and Education Index (SFOE) is 0.5098. At the 298 Campus, the SFOE is 0.4257 and at the Rasmussen Campus, it is 0.6827.
The background of students is diverse with an increasing number of students from families with a language other than English (ESL) and a significant enrolment of Koorie students across the two campuses (approximately 11%).
The school staffing profile includes: 3 Principal Class, 1 Leading Teacher, 1 Learning Specialist, 15 Classroom Level 2 teachers and 13 Classroom Level 1.
There is a high level of parental and community support, with 2 active Parents & Friends groups who are dedicated to raising additional school funds.
Educational The school is organized into learning areas which reflect the Victorian Curriculum. A collaborative learning environment is promoted with staff regularly planning together and engaging in professional discussions.
The school offers a comprehensive curriculum which includes the specialist programs Music, Physical Education, Auslan, Science & Technology and Art. There are a number of intervention programs conducted to support students' learning which include STAP, Levelled Literacy, and Math Intervention Program.
A key part of the curriculum at the Prep level is the Australian Developmental Curriculum which is commonly referred to as Investigations. Maths Fluid Groups play an important role in the teaching and learning of Mathematics and this process is incorporated throughout the school.
The school offers a wide range of extra-curricular opportunities with 2 cultural performances being offered each year and a structured camps and excursion program.
On occasions the campuses combine for different events and this provides an opportunity to celebrate our school community. The school has two choirs (singing choir and signing choir) as well as a school band, and they are responsible for much positive publicity as they regularly perform at different community events.
Technology Both campuses have extensive IT access. iPads are available for all students, with students in Yr. 4-6 having the option to participate in the one-to-one iPad program. Teachers are also provided with iPads and Apple TVs are in all classrooms to support the use of these devices.
The school uses the ICT technician as part of the DET Trained Services Support Providers (TSSPs) and employs an IT manager.
Television displays operate in all classrooms with teachers and students having wireless access to the internet and school server throughout the school. The use of Google Apps for Education is becoming important in the way staff and students collaborate and use online resources.
Both campuses are unique to their setting with continuous maintenance and upgrades occurring throughout the years.
The 298 Campus is the larger of the two campuses with an enrolment of approximately 300 and approximately 20 general purpose classrooms. The classrooms are a combination of traditional and open plan learning environments. The multipurpose gymnasium is a fantastic facility which is regularly used for Music and Physical Education sessions but also special events. The grounds provide plenty of space for children's play with a variety of play equipment available to students.
The Rasmussen Campus has an enrolment of approximately 130 and this has grown steadily in recent years. There are 6 general purpose classroom spaces with most promoting open plan learning. In 2020 a state government funding building upgrade saw a partial demolition of `Block A' and two new classrooms and an Art room being installed. This was a greatly appreciated and much-needed upgrade to the campus. The gymnasium is a terrific facility which is regularly used for a range of activities. The grounds at Rasmussen also provide plenty of space for children's play with a variety of play equipment available to students.
Future Direction A Strategic Plan for the years 2020 - 2023 outlines the strategic intent and planning for the next four years. This plan will be developed and finalized in the first term of the year. The implementation of the Strategic Plan will be reflected in the 2022 Annual Implementation Plan.
Selection Criteria - Graduates SC1: Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs. SC2: Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. SC3: Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4: Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement. SC5: Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. Program Benefits - Graduates This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
Role - Graduates The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricular activities.
Responsibilities - Graduates Core responsibilities include:
Planning and implementing a range of teaching programs or courses of study Teaching an area of the curriculum or a general curriculum to a year level Monitoring, evaluating and reporting student progress in key learning areas Implementing strategies to achieve targets related to student learning outcomes Maintaining records of class attendance and recording student progress Implementing effective student management consistent with the school charter. Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio Additional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programs Contributing to a range of co-curricular programs Who May Apply - Graduates To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and not be employed as a teacher by the department at the time the advertised position is to commence Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family-friendly, supportive, safe and harassment-free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Eligibility for incentive payments:
The successful candidate is committing to a minimum of 1 year employment at this school The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
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