Graduate Teacher - Guthrie Street Primary School

  • Victoria State Government - Education and Training
  • Shepparton VIC 3630, Australia
  • 13 Sep, 2021

Job Description

Job ID 1238189
Location Guthrie Street PS Shepparton [Multiple Location Campus]
Department Guthrie Street PS Shepparton
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Graduate Teacher Program
Apply By 09/19/2021

Other Information
Begin Date 01/28/2022
End Date 01/26/2023
Hours 38.00
Contact Name Brendan Bicknell
Phone 03 58211944
School Website guthriestps.vic.edu.au

Location Profile
Guthrie Street Primary School is a highly regarded school located in a residential area in the south of the rural city of Shepparton. In the past 10 years, the school has increased its enrolment by approximately one hundred students with 480 currently enrolled.

At Guthrie Street, we place a high priority on the core development of literacy and numeracy skills. We acknowledge that our children have varying skills and abilities: they learn in diverse ways and progress at different rates. Enrichment opportunities and support for learning are provided to ensure all students build firm foundations to achieve their personal best in the key areas of learning. As a school, we are preparing our students for living and learning in the 21st Century. Access to knowledge is provided through our advanced technological environments. Technology is used daily in each classroom to engage students in their learning.

Guthrie Street is renowned for the quality of the broad specialist program it provides to all students. Physical Education, Music/Drama, Art, Science and Library offer students a wealth of opportunities, challenges and joys. Our school community appreciates the contribution made by the Shepparton Deaf Facility, which is a major asset of our school. Teachers of the Deaf and Australian Sign Language (AUSLAN) interpreters work alongside classroom teachers to integrate deaf and hearing impaired students into mainstream classrooms. As part of the Languages program, all students at Guthrie Street learn to sign in AUSLAN.

At Guthrie Street we touch hearts as well as minds. Emotions have the greatest influence on actions. All students are formally taught the elements of Emotional Intelligence. This explicit teaching develops in our students self-awareness, self-control, self-motivation, empathy and the ability to get along with others. We teach students how to be the masters of their emotions, to make strong choices and to take charge of their behaviour. By developing our students’ ability to be emotionally intelligent we believe they will journey well with meaningful relationships, purpose and their wellbeing intact.

A welcoming environment greets everyone who comes to Guthrie Street with parent involvement promoted and encouraged. The school invites parents into classrooms every morning to support our reading program while our Parents Association plays an active part in Mothers’ and Fathers’ Day stalls, Easter and Christmas Raffles, whole-school activity days, swap shops, classroom support and social activities.

At Guthrie Street, our educational provision goes beyond just knowing about things. We strive to ensure our students are active, happy and productive members of society with a positive outlook on life. We continually challenge our students to achieve their personal best and to make the most of every opportunity that life at school provides.

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.

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.

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.