Department of Education Victoria – Ballarat VIC
14d ago, from Department of Education & Training Victoria
Moonambel Primary School is a rural school situated 20km from Avoca and 90km easy drive from Ballarat. It is in the heart of the Pyrenees district, which is regarded for producing fine food. Moonambel Primary School was built in **** and has a rich and proud history amongst the local and broader community.
The school's motto is 'Creating Bright Futures', and we do this through educating our students to become:
Successful learners
Confident and creative individuals
Active and informed citizens
Our vision is to develop social and life long learners in an inclusive, engaging learning environment, where all students are confident to reach their full potential.
We are committed to making our school inclusive for all learners.
Moonambel Primary School's current enrolments are 12. The staffing profile consists of highly experienced, passionate and motivated staff. A full-time teaching principal, two part-time classroom teachers, a full-time education support employee, a business manager who works one day per week and two part time MARC teaching staff to make up a full time role.
Moonambel Primary School is the base school for the Pyrenees MARC program, servicing 10 small schools in our region.
Moonambel's classroom structure consists of two classrooms of Foundation to Year 2 and Year 3 to Year 6. Our classroom design is fluid and flexible with our highly experienced staff working closely with each other to ensure the learning and wellbeing of every child is targeted and transparent with families.
At Moonambel Primary School we seek to create a challenging learning environment that encourages high expectations for success through developmentally appropriate instruction that allows for individual differences and learning styles. Our school promotes a safe environment that is based on routines with an emphasis on care and support. Wellbeing is at the centre of all that we do with positive relationships with students, parents, staff and the wider community being a priority.
One of our many strengths is the ability and capacity to provide individualised education for all students focused on their point of need. We do this by building authentic partnerships with families, listening to and learning from one another for the best outcomes for each student.
Our modern facilities, both inside and outside of the classroom, consist of every student having 1:1 technology at no cost to families. At Moonambel Primary School we view technology as a tool for learning to enhance learning experiences for our students. The diversity in our program is highlighted through our Swim Program, Camp Program, Sports Program, Cluster Program, MARC Program and a range of events throughout the year with our local community.
In **** the establishment of a two year learning cycle for our specialist learning areas was established and launched. These learning areas include Science, Physical Education, The Arts: Dance, Music, Performing Arts, Media Arts, Visual Arts and STEM. We are very proud of our rich and diverse curriculum that we immerse our students in.
Fortnightly the Pyrenees Cluster Primary Schools of Moonambel, Landsborough, Natte Yallock, Amphitheatre, Trawalla and Navarre work together at one of the primary schools to engage in a range of curriculum areas. In **** these included Digital Technology, Music, Visual Arts, PE and Respectful Relationships.
Selection Criteria
SC1
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.
Role
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 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 programmes 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.
Responsibilities
The 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 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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
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.
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:
Other Information
No job description available
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 programmes provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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