The 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.
Responsibilities for Range 2 Classroom Teachers
* 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.
General Responsibilities
* 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 Apply
Teachers 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 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).
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.
* 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.
Location Profile
Gormandale is a small town located 22 km south‑east of Traralgon in the Latrobe Valley and is approximately east of Melbourne. The town is nestled in the picturesque Merrimans Creek Valley just beyond Loy Yang Power Station. The Hyland Highway runs through Gormandale and leads onto attractions and towns including: Tarra Bulga National Park, Ninety Mile Beach, Yarram, Port Albert and Woodside.
Gormandale is a proud community that is supportive of our local school. There are sporting facilities within the town which cater for football, netball and tennis. There is a very active Community House who maintain a community garden and BBQ area for the town. The historical Gormandale Mechanics Institute (hall) hosts many activities including Karate for all ages. The hall is utilised by the school for many events throughout the year. Gormandale & District Primary School is a small rural school and has a current enrolment of 49 students. Our school vision is: Gormandale and District Primary School fosters a community learning environment in which each and every member is nurtured to become a confident lifelong learner. Our school values ("Be Safe", "Be Respectful" and "Be a Learner") underpin everything we do. We currently operate three classes, Prep/1, 2/3 and 4/5/6. Families are able to enrol their children in Outside Hours School Care (OHSC) for before and after school care.
All staff members have a shared responsibility for the overall development of students and believe in a collective approach towards supporting student's academic and wellbeing growth. Teachers work collaboratively in Professional Learning Communities. As a team, we work together to consider the individual learning needs of each child and to assess and monitor their progress and evaluate our teaching and learning strategies. Staff, parents and students work together to foster students overall development, engagement in learning, and academic achievements.
We have curriculum, assessment and wellbeing handbooks to document our whole school approaches to teaching and learning. Our school uses explicit instruction as our instructional approach to teach new content. Explicit instruction is characterised by carefully planned and sequenced lessons; clear and detailed instructions and modelling; and frequent and systematic monitoring of student progress and feedback to students. We use spaced, interleaved, retrieval practice to transfer new learning to long term memory through daily reviews.
All staff have completed the Berry Street Education Model training and key elements have been implemented across the school. We are a school-wide positive behaviour support (SWPBS) school with a strong focus on using a proactive, multi-tiered system approach to support students. The Respectful Relationships, Rights and Resilience and Zones of Regulation resources are used to support the implementation of our wellbeing curriculum.
Gormandale & District Primary School's main building was built in 1996 and consists of three classrooms and a specialist room. The OHSC and Kinder are located in a BER building across the courtyard from the main building. Gormandale & District PS are extremely lucky to have up-to-date technology, with 1:1 devices in each classroom. Each classroom is also fitted with interactive touch screens, air conditioning units and gas heaters. The school has an expansive yard with a full size oval, two tennis courts, two playgrounds and a mud kitchen. We have a focus on sustainability with solar panels, a compost bin, worm farm and a vegetable garden. Many of our students are transported to and from school by bus.
We offer an extensive variety of specialist subjects and programs for students to enjoy. These include MARC van (Library), health and physical education, performing arts, visual arts, STEM, and breakfast club. The school is part of the Traralgon Rural Schools Cluster for sporting events and camps and cultural activities.
Gormandale & District PS is closely aligned with the onsite Kinder which is operated by Uniting. A transition program throughout Term 4 ensures a seamless start to school for new Prep students. The Yarram Secondary College and Traralgon College are the public feeder schools for our Grade 6 students. Transition is also a strong focus for the senior students.
Gormandale & District Primary School has a passionate School Council and Parents Club. Parental involvement in the school is encouraged and welcomed.
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