Classroom Teacher

Department of Education Victoria – Echuca VIC 8d ago , from Department of Education & Training Victoria Nanneella Estate Primary School (No. 3708) is situated in the rural district between the city of Echuca and the township of Rochester. About the School At Nanneella Estate Primary School, we believe that: Two way communication and involvement in decision making is critical in developing community ownership of Our School. Our school is a place where all members of our community should feel welcome, supported and comfortable. The development of the whole person, academic, physical, social, emotional and cultural is paramount. The school must constantly strive to improve teaching and learning and ensure the provision of access and the opportunity for success for all students. The development of a positive attitude towards self‑discipline, co‑operation and pride in all achievements is encouraged. Attentive listening, participation, mutual respect and appreciations are fostered as is getting along, organisation, persistence, resilience and confidence. Our school offers a challenging seven‑year program in English, Mathematics, Science, Technology, Health and Physical Education, The Arts, The Humanities, Critical & Creative Thinking, Ethical Capabilities, Personal and Social Capabilities and Languages (Indonesian). Key learning areas are combined into integrated curriculum units. The school uses specialist programmes such as MAAC Van – Art, MARC Van / Library, Landcare Aust., Life Education Program, Victorian Equity Program (Isolated Rural children component) and CAP (Country Area Projects). Our school benefits from part‑time teachers, enabling specialist programs in art, music, Indonesian, science and intensive reading support for children who need extra help. We have strong parent support and participation. Parents actively contribute, respond to requests and develop initiatives that enhance school quality. We cluster with six schools in the Campaspe Cluster – Elmore Primary, Goornong Primary, Raywood Primary, Colbinabbin Primary, OLSH (Our Lady of Sacred Heart Elmore) and Nanneella Estate Primary School – to access additional activities such as sport, camps, and cultural experiences. Facilities include two classrooms, a multi‑use classroom, staffroom, modern toilets with disabled facilities, an administrative area, spacious grounds with shade area, basketball & netball court, forest, gazebo and extensive paving and lawns. The adjacent hall and tennis courts are also available. School Values The CRC values – Considerate, Responsible, Courageous – are used daily. 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 planning, preparation and teaching to achieve specific student outcomes, while engaging in critical reflection to improve knowledge and skills. With experience, teachers may take on additional duties appropriate to their salary range, qualifications, training and experience. Classroom Teacher – Range 2 Range 2 teachers play a significant role in improving student performance and outcomes, contributing to school policies and priorities, and supporting staff learning. Have the content knowledge and pedagogical practice to meet the diverse needs of all students. Model exemplary practice and mentor/coach other teachers in reflective practice. Provide expert advice on content, processes and strategies for individual and school professional learning. Supervise and train one or more student teachers. Assist staff to use student data to inform teaching approaches and achieve targeted outcomes. Classroom Teacher – Range 1 Range 1 teachers further develop skills and competencies, operate under general direction, and may supervise student teachers. They participate in policy development, assist with implementation of school priorities, focus on classroom management, subject content, and teaching practice. Responsibilities Direct teaching of group and individual students. Contributing to the development, implementation and evaluation of curriculum areas or programmes. 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 reflects the community we serve. We value diversity in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department recognises the importance of safe, respectful and inclusive workplaces, offers flexible work and provides reasonable adjustments for staff with disability. Additional support for Aboriginal and/or Torres Strait Islander candidates is available from the Koorie Outcomes Division. Child Safe Standards Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm. Full Child Safety Code of Conduct is available at DE Values The Department’s employees commit to upholding the values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information is available at Conditions of Employment All staff have access to a broad range of employment conditions and working arrangements. Appointment is subject to a satisfactory pre‑employment conditions check. A probationary period may apply during the first year of employment, with induction and support programs provided. Detailed information 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 programme on or after 1 January 2024, they must demonstrate satisfactory completion of an accredited post‑graduate initial teacher education programme as required by the Australian Institute for Teaching and School Leadership. 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. Details of qualification requirements are updated from time to time and can be found at Recruitment in Schools. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr