Teacher - Start 2025!

Wallan Primary School is a large, growing primary school situated in the township of Wallan, 50 kilometres north of Melbourne. We currently operate 35 well-appointed classrooms, as well as a Visual Arts Room, Music Room, Gymnasium and Canteen. The school oval is well maintained and includes a half-size soccer pitch area. The shaded play areas and gardens are continuing to be further developed to create a welcoming environment for all students, staff, families, and visitors to the school. A $6.738 million competition-grade gymnasium is currently being built with completion in 2024.
Wallan Primary School is strongly committed to using well-researched Literacy and Numeracy approaches for teaching and learning. Effective teachers have precise knowledge about their students' understandings which they use to personalise all learning opportunities. Ongoing teacher and classroom support and coaching is provided by expert Literacy and Numeracy Leaders and additional assistance programs are in place for students in need of extra support. To further enhance classroom programs, access to technology is available in every classroom and has continued to be expanded to ensure we are one to one in years one to six.
The school has developed a culture that strives for continual and ongoing improvement. The commitment to best practice and Department of Education and Training initiatives has further enhanced the teaching and learning environment. The Wallan Primary School Inquiry program provides a sequential and comprehensive curriculum that clearly reflects the Victorian Curriculum and is being further developed to include student voice and agency. Teachers collaboratively plan curriculum with the support of the Learning Specialists and PLC Leaders in their teaching teams in order to provide the best teaching and learning experiences for the students in all year levels throughout the school. The school recognises the importance of nurturing, accepting and utilising the school community's diverse talents, skills, knowledge and expertise to achieve outstanding performance, share roles and tasks, reduce workload, encourage professional growth and support effective teaching and learning. There continues to be a strong commitment to individual and whole school Professional Learning, teacher mentoring, coaching, classroom observations and feedback to improve teaching practice. Learning Specialists and Leaders support teachers and teams to improve and continually build capacity.
Wallan Primary School recognises the importance of developing positive attitudes and values. The school believes it is vital we focus on the development of positive attitudes towards people, the environment and learning. It is committed to providing a high quality education for all students in a safe, caring and stimulating environment. An essential element of this is a comprehensive school-wide student engagement program to ensure student needs are identified and supported in a safe and happy environment. To further build a school-wide culture that reflects our values, the school has established a team building program for students in years one to six. Whole school and classroom rules are clearly communicated to encourage children to accept responsibility for their behaviour and actions. Wallan PS has committed to a minimum three-year partnership with Real Schools in 2024. Achievements are publicly recognised and celebrated. Specialist programs and extra activities further enhance the curriculum and include Physical Education, Visual Arts, STEM, LOTE Auslan, Food (Yr 3-6), Performing Arts (F- Yr2), Bush (F - Yr2), inter-school sport, camps, excursions, incursions, and transition programs. Classroom and specialist teachers communicate regularly with families and share student work throughout the term on various platforms including Seesaw. Student-led conferences, combined with twice-yearly refined digital reports, provide parents with accurate information regarding student progress.
Our student leadership structure consists of a variety of school forums for all students and creates the opportunity for student input and voice across the school. The school motto is Working Together for a Better Future and is clearly demonstrated through active student, parent and staff participation and collaboration in the development and implementation of policies and programs throughout the school. Parent involvement in all aspects of the school's programs is keenly encouraged. The active and supportive School Council and Family and Friends group take great pride in the achievements of the school and work hard to lead the school forward.
We promote the values: Do Your Best, Help Others Succeed, Respect Your Environment.
Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
RoleThe classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
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-curricula activities.
ResponsibilitiesThe role of classroom teacher may include but is not limited to:
Direct teaching of groups of students and individual students;Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;Undertaking other classroom teaching related and organisational duties as determined by the School Principal;Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;Undertaking other non-teaching supervisory duties.Who May ApplyTeachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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:
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:
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.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspxVIT LANTITETo 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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