Role
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.
Responsibilities
Core responsibilities include:
1. Planning and implementing a range of teaching programs or courses of study
2. Teaching an area of the curriculum or a general curriculum to a year level
3. Monitoring, evaluating and reporting student progress in key learning areas
4. Implementing strategies to achieve targets related to student learning outcomes
5. Maintaining records of class attendance and recording student progress
6. Implementing effective student management consistent with the school charter.
7. 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:
8. Supervising a range of student activities including support and welfare programs
9. Contributing to a range of co-curricular programs
Who May Apply
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
10. have completed their course requirements and graduated in the last 4 years, and
11. 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
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE 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:
12. The successful candidate must be a new employee to this school
13. The successful candidate is committing to a minimum of 1 year employment at this school
14. The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
15. 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
Program Benefits
This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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
Whitfield District Primary School is an innovative small school located in the beautiful King Valley. Our school is a focal point in our community, nestled among nature and the beautiful Jessie’s Creek. WDPS was established in 1875 and many of our families have strong historic links with the school. This year, we have an enrolment of 36 students from Foundation to Grade Six which will grow to 42 students in 2024.
Our vision is to empower students to learn, achieve and become active, informed citizens with a passion for lifelong learning. By engaging in exceptional educational experiences students will have the knowledge, skills and dispositions to live sustainably and shape the world around them.
We challenge our students to live our values of respect, empathy and curiosity.
Respect
• We care for ourselves
• We care for others
• We care for our environment
Empathy
• We understand similarities and differences
• We can imagine what someone else might be thinking or feeling
• We show compassion
Curiosity
• We want to learn and grow
• We accept challenges and explore different opportunities
• We acquire new knowledge and skills
Our highly experienced teachers work collaboratively with all members of our community to provide authentic and engaging learning experiences. Our current workforce includes a full-time teaching principal along with classroom teachers. Our students and staff are also supported by two education support officers, a chaplain, business manager and specialist technician.
Embracing a culture of lifelong learning is important to us. Our students experience a range of curriculum offerings to help them explore, play, learn and grow. Specialist programs include performing arts, science and Italian; and library and visual art are delivered by visiting teachers from the MAC and MARC programs.
We are a warm, inclusive school and pride ourselves on building positive relationships with students, staff and families. All members of our learning community work together to support students’ learning and wellbeing. We implement the School Wide Positive Behaviour Support (SWPBS) framework to develop positive, safe, supportive learning cultures and promote students’ social and emotional learning through powerful initiatives including the Rights, Resilience and Respectful Relationships program, Social Enterprise program and Bluearth.
To further enhance students’ learning and wellbeing, we actively participate in the King Valley Cluster of schools with Myrrhee, Moyhu, Greta Valley and Edi Upper Primary Schools. Cluster initiatives include the Stephanie Alexander Kitchen Garden & Cooking program; and a range of sporting and cultural activities including Personal Best athletic sports, adventure and leadership camps and cross-curriculum excursions.