Department of Education Victoria – Tarnagulla VIC
8d ago, from Department of Education & Training Victoria
Tarnagulla Primary School provides a safe and caring school environment where every child's effort and achievements are valued.
Parents and carers form an important part of the school community and are encouraged to become involved in school life.
We are an inclusive school community located in a peaceful location with expansive leafy grounds that offer children plenty of room for exploration, learning, play and sport.
We believe that all students have the potential to learn and succeed in an environment of dignity and respect.
Our mission statement, 'To Inspire Learning' emerges from this belief.
Staff are committed to a holistic practice where staff meeting time is prioritised to present, evaluate, and discuss observations and evidence about individual students, their struggles and development.
This is to heighten our awareness and build collective responsibility to support and encourage student growth and maturity, socially, physically, emotionally and culturally.
Tarnagulla Primary School was established in **** and is located in the south of Loddon Shire, 47 kilometres west of Bendigo.
In **** it was staffed by the Principal, 1.5 equivalent full-time teachers, with an allocation of 0.5 teaching staff in the Tutor Learning Initiative.
In **** the school operated two multi-aged classrooms P-4 and a 5-6.
The school provides a comprehensive and dynamic curriculum catering for the needs of all students.
In **** the school provided specialist lessons for The Arts, Physical Education, Library (MARC Van) and Digital Technologies.
Key challenges exist in the fluctuating nature of enrolments, rurality and isolation.
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 programmes 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 is on the planning, preparation and teaching of programmes to achieve specific student outcomes.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties, provided the responsibilities are appropriate to the salary range, qualifications, training and experience of the teacher.
Range 2 Classroom Teacher
Range 2 teachers play a significant role in improving student performance and educational outcomes, contributing to the development and implementation of school policies and priorities.
Their responsibilities include:
Having the content knowledge and pedagogical practice to meet the diverse needs of all students;
Modeling exemplary classroom practice and mentoring and coaching other teachers to engage in critical reflection of their practice and support staff to expand their capacity;
Providing expert advice about the content, processes and strategies that shape individual and school professional learning;
Supervising and training one or more student teachers;
Assisting staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Range 1 Classroom Teacher
Range 1 teachers are skilled practitioners who operate under general direction within clear guidelines following established work practices and documented priorities.
At this level, teachers teach a range of students and classes and are accountable for the effective delivery of their programmes.
They may also supervise and train one or more student teachers and participate in the development of school policies and programmes.
New entrants to the teaching profession receive structured support, mentoring and guidance from teachers at higher levels.
Their focus is on classroom management, subject content and teaching practice.
Responsibilities
Direct teaching of groups of students and individual students;
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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 pal/child-safe-standards/policy.
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 pal/values-department-vps-school-employees/overview.
Other Information
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
The person must have provisional or full registration approved by the Victorian Institute of Teaching.
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".
A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme 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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