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New Graduate Incentive
3 months ago
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:
Planning and implementing a range of teaching programs 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 portfolioAdditional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programs 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:
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 commenceApplicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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:
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
Vision:
At Thomastown Meadows Primary School we are honest, respectful and show empathy. We are happy, active and independent learners, contributing positively to society.
Values:
Respect ¿ We show Respect.
Honesty ¿ We show Honesty.
Empathy ¿ We show Empathy.
We believe:
Children learn best in a positive, caring and stimulating environment where their efforts and achievements are acknowledged, valued and encouraged. We believe that relationships are forged with all stakeholders through the positive demonstration of our school values and by providing high-quality teaching and learning to our students.
Context:
Thomastown Meadows Primary School opened in 1980 and is located in a well-established area. We are safely nestled in amongst residential housing and away from busy roads and street traffic. The school has an enrolment of 282 students with a high proportion coming from diverse backgrounds where English is not spoken at home. Thomastown Meadows Primary is a great school promoting integrity, lifelong learning and the attainment of excellence.
The school is committed to providing the highest quality education through building the capacity of each student to reach their full potential. We achieve this through shifting student dispositions of how they see themselves as learners. Through collaboration and teamwork, we encourage student voice and agency to support their ability to become more effective communicators and cement a sense of belonging within the school community. The school utilizes a behavior matrix which identifies expected behaviors and a whole school management plan, supported by various values programs and the implementation of the School Wide Positive Behaviors Framework.
The core purpose of our school is to provide a positive climate for learning that engages and stimulates all of our students to be lifelong learners with the academic, social and personal skills needed to become productive members of a dynamic, global society. In an interrelated world, where virtual communication is a reality between any individual or group and any other person in the world, we ensure that our students at Thomastown Meadows Primary School are adequately prepared to be part of this global communications explosion. Every student in the school has their own iPad device to support and enhance their learning capacity from Foundation Year to Year 6. The characteristics of the successful applicant should ensure they have a proficient competency with the use of technology.
Improving student learning outcomes is our highest priority. The professional learning communities within the school co-create comprehensive programs in all areas of the Victorian Curriculum, including English as an Additional Language. We use the inquiry cycle to ensure consistent teaching and learning across the whole school is evidence-based.
There is a dedicated approach to building teacher capacity in all areas of the school to ensure learning is valued, thinking is encouraged, and creativity and imagination are fostered. If you are successfully appointed in this role, there is genuine provision for ongoing professional learning, targeted at building teacher capacity. Our staff are keen to share a love of learning with their students and ensure a wealth of learning opportunities and challenges are delivered. The life of our students is enriched through an exciting range of curriculum and developmental activities that include specialist programs in STEM, Physical Education and Visual Arts.
Student wellbeing is fostered by strongly linking learning and wellbeing to create a positive school culture. Our involvement in the Mental Health in Primary Schools Pilot Program ensures relevant learning for staff is targeted at supporting our students and family¿s mental health and wellbeing. Thomastown Meadows Primary School, in its commitment to promoting and protecting the interests and safety of our students, has zero tolerance for child abuse. Everyone involved with Thomastown Meadows Primary School has a shared responsibility for the care and protection of our students and the reporting of child abuse. We are accredited in all the Child Safety Standards.
No school can hope to be fully effective without a well-developed community and team spirit. We believe, It is not equipment, programs or policies that make an effective school but rather the effectiveness of the people within the school. The successful applicant needs to be an enthusiastic, passionate, committed and flexible member of our staff who is open to continuous learning.
At Thomastown Meadows Primary School we create an environment where students can make contributions to their learning, and we are working towards facilitating and fostering further opportunities for students to be outstanding leaders across the whole school. We want to ensure students are empowered to use their knowledge and are able to grow their confidence, in order to build their capacity to be outstanding, confident role models to their peers.
