Department of Education Victoria – Drouin VIC
13d ago, from Department of Education & Training Victoria
Drouin Primary School, first established in 1877, is situated on Princes Way, the main thoroughfare of the Gippsland town of Drouin, approximately 100 kilometres to the east of Melbourne and is a community focal point.
The school has just undergone a major building project. This included a new administration building and staff room. We also received a new full competition sized gymnasium with canteen. There is a new classroom block comprising 16 classrooms, staff work areas, music and performance arts rooms as well as withdrawal spaces and open learning areas. Other buildings onsite house another 9 classrooms with an art room and more open learning areas. We have 5 mod 5 buildings and a double story mod 10 building. We have a heritage listed building which currently is our welfare hub.
The school enjoys a large grassed playing area, several sets of play equipment including areas for both active and passive activities comprising a sensory playground as well as an inclusive playground, along with a central courtyard which has multi marking for various games. The courtyard creates a great area for children from all age groups to meet and play together. There is also an undercover basketball court another full sized outdoor basketball court.
The school serves a diverse community, representing a range of socio-economic backgrounds. The majority of the students come from the local town and its immediate rural surrounds with a large proportion being driven, some travelling by bus, and some walk to school. Being within reach of the Melbourne metropolitan area several parents commute daily for employment.
Enrolments for 2025 are approx. 510 students. Drouin Primary School has an SFO of 0.4700, a group characterised by high numbers of families receiving Camps Sports and Excursion Fund and very low numbers of families with non‑English speaking background.
Specialist programmes offered at Drouin include Visual Arts, Physical Education, Science, Performing Arts, Health, Library and Humanities along with lunchtime whole school activities. Maths and Literacy intervention and support is a feature of our school supporting all children’s individualised needs.
The staff prides itself on its enthusiasm and responsiveness to student needs in Literacy and Mathematics and in welfare issues. The staffing profile includes the Acting Principal, Assistant Principal and 25 classroom teachers. Other staffing also includes 1 literacy specialist, 1 disability and Inclusion specialist, 0.4 curriculum specialist, 0.4 Maths specialist, 2 tutors, a Visual Arts teacher, a PE teacher, a Science teacher, part time teachers in health, library, performing arts and humanities. Additional support is provided in the area of student wellbeing from 3 x 0.6 welfare support teachers plus a welfare officer who visits four days per week. School Support Officers include a 0.8 Business Manager, 2 x Administration Assistants, a 0.4 Library Technician and 30 teaching aides that assist in classrooms and support students within PSD.
Currently there are 23 classes, including three Prep classes, six classes of grade 1/2, three classes of grade 3, four classes of grade 4, 3 classes of grade 5 and 4 grade 6 classes. A staff team culture is growing underpinned by a very strong focus on ongoing professional learning across the entire school together building a collective approach to good practice in teaching and learning.
Parents support the school in a number of ways. An active School Council is a feature of the school and support financial and resource management, buildings and grounds, and fundraising. Parents also assist in the classroom programmes, the Perceptual Motor Program (PMP), sports days and excursions. Open, two-way communication is encouraged as a base for strong community involvement and respectful relationships for all.
Drouin Primary School is experiencing consistent growth with new families joining the school throughout the year. The next learning phase will enable Drouin to further build capacity, review and firmly establish the school’s values and principles and increase rigour for continuous school improvement.
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 programmes 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 skilled learning to continually improve the quality of teaching.
Responsibilities - Graduates
Core responsibilities include:
- Planning and implementing a range of teaching programmes 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 programmes
- Contributing to a range of co‑curricular programmes
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.
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 (see Workplace adjustment guidelines).
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 *******@education.vic.gov.au
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:
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 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme 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) programme after 1 July 2016 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 programme completed by the person).
Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
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