Graduate Teacher Program

Kingsley Park Primary School · Competitive · Northampton
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The leadership team is structured to align with the identified school priority areas and includes the school Principal, assistant Principal, two Learning Specialists who oversee Literacy and Numeracy and 4 Module Leaders. Each module of the school is represented by a School Improvement Team (SIT) leader who leads key improvement strategies across the whole cohort as well as improve teacher capacity in best teaching practices across the whole school. The school employs a team of staff that includes 26.4 full-time equivalent (FTE) teachers and 15 Education Support Staff (ES). The school has a well-established Student Wellbeing Team consisting of our Wellbeing leader, a school employed Speech pathologist and Department of Education (DET) School Support Staff (SSS) as additional support. The team work together to assess the needs of students with additional learning or mental health needs and oversee 17 funded PSD (Program for Students with Disabilities) students.

Links are made with other external agencies including State Schools relief to further assist student and family needs including domestic violence.

We have a range of specialist areas including; Physical Education (PE), Visual and Performing Arts, Science and Languages other than English (LOTE - AUSLAN). The school also provides opportunities for students to participate in extensive sporting activities, bi-annual school productions, lunchtime clubs and an instrumental music program. A 'bring your own iPad' digital device program operates through Years 3-6, with the school providing additional digital devices for use across the school.

The successful candidate will need to have the flexibility and adaptability to be able to handle the rigors of working in an improving performance school. This will include the need for extra work during the normal school year. It could also include the need for attendance and participation at staff activities or Professional Learning opportunities outside of normal hours.

The successful candidate for this position will be expected to support the work of the Principal in maintaining and building on the strong and positive culture at Kingsley Park Primary School.

Selection Criteria

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 and Child Safety Standards.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs 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 professional learning to continually improve the quality of teaching.

SC6 Display a high level of understanding of teaching and learning in a Professional Learning Community and how this enhances student learning.

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

portfolio

Additional 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

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Please ensure that your application includes:

+ a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)

+ a section addressing the selection criteria and the requirements for application under the Who May Apply section

+ names and contact numbers (telephone and email if possible) of two referees

Please include all in information in one document.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

+

Program Benefits

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.

Please note that all applications must go through the application steps described on the original position description.

Department of Education & Training Victoria - 3 days ago

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 and Child Safety Standards.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs 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 professional learning to continually improve the quality of teaching.

SC6 Display a high level of understanding of teaching and learning in a Professional Learning Community and how this enhances student learning.

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