Job Title

Inspire Young Minds: Graduate Primary School Teacher Wanted! Tyrrell College is a P12 school located in the Mallee town of Sea Lake, which is about 350 kilometres northwest of Melbourne. The community is mainly farmbased and the area is well known for its rich grain farming. Our purpose is to provide a safe, positive and challenging environment where everyone aspires to aim high and become responsible, caring and contributing community members. Our three pillars are the development of highquality teaching and learning practices where learning is differentiated and progress is evidencebased, and relationships between all community members are embedded and aligned with the College values of Respect, Responsibility, Honesty and Aiming High. Partnerships with the wider community and parents are an essential and vital part of the Colleges operation; the parents, community, staff and students have high expectations of the College and the outcomes it provides for the students. The College has excellent facilities set in a large, wellmaintained precinct. The adjoining Community Centre provides for sporting and cultural activities and a Building the Education Revolution funded primary wing is an outstanding facility. The Student Family Occupation (SFO) index is 0.46 with 125 enrolled students (52 in F6 & 73 in 712). For some years now, the College has had a strong focus on agricultural opportunities for students. The school was recognised for its achievements and forwardthinking with a National Australia Bank Schools First National Award ($500 000). Through this program the College is agricultural manager of two land holdings of 60 and 70 hectares each on different sides of Sea Lake, with VCE and VET students having opportunities in food and livestock production, some related opportunities for P6 students, a core subject in Year8, and an elective in Years912. The College has composite classes in F6 and each year level from 7 to 12 is comprised of one class of students. The College places a great emphasis on a fullydocumented curriculum, which is rigorous and personalised. The Victorian Curriculum and VCE curriculum inform curriculum delivery and the Colleges organisational structures for student learning. The College continues to advance its Agriculture programmes (F12) and digital teaching and learning profile with a Collegewide 11 digital device program. All students in Foundation to Year6 are allocated a schoolmanaged iPad. Students in Years7 to 12 have a BYO 11 device of their choice. Promethean boards have been installed in classrooms in both the primary and secondary areas. The curriculum offers studies in Digital Technologies (F7), STEM (36 and Year9). Students learn to apply code using floor robots and Lego robotics kits, and also have access to 3D printing and drones. The small student numbers provide a platform for relationship building between students and teachers. Teachers have opportunities in this small school context to know students well, to spend more individual time with students, and to personalise learning for every student. Students participate in an extensive range of cultural, academic and sporting activities, including visiting performances, drama workshops, College productions, camps and excursions, and intercollege sports. Successful applicants if eligible, may have the option of living in school housing which is provided at reasonable rental rates. 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 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. Program Benefits Graduates The primary focus of the range1 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. Range1 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 range1, teachers participate in the development of school policies and programmes and assist in the implementation of school priorities. The focus of a range1 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 programmes and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of cocurricula activities. 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 cocurricular 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 last4 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 parttime 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 casebycase 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 departments exemplar available at DE Values The departments employees commit to upholding the departments Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The departments Values complement each schools 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 preemployment 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 Departments 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 programme or course of study on or after 1 January2024, 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 July2016 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. #J-18808-Ljbffr