Teacher Grad Recruit Program Incentive Possible

Location: North West Region | Toolern Vale

Job type: Full time / From 28/01/2025

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1453919

**Location Profile**:
Toolern Vale & District is situated in a beautiful natural environment, surrounded by a creek, forest, and gentle hills that contain an abundance of native flora and fauna. While the school is classed as metropolitan, it is generally described as a 'country¿ school. The township of Toolern Vale is situated 40 kms north-west of Melbourne and located within the City of Melton.

We are a small school with a current enrolment of 180 students. Given the small school population there is a strong sense of camaraderie and belonging amongst students, families and staff. A significant proportion of enrolments are requested by families out of our school zone. The school's SFOE index is 0.4773.

Our school has eight composite classes, and currently offers specialist programs in Health and PE, the Arts, Science and LOTE. The staff structure includes 8 classroom and 1.6 specialist teachers,.6 tutor, a principal, assistant principal, 8 education support staff, 0.6 psychologist, and.4 welfare teacher. Our admin team is made up of our business manager and part time administration officer. Staff retention is consistently high.

At our school, the instructional model was collaboratively developed with input from staff members and informed by the HITS. We implement the Victorian Teaching and Learning Model through the TVDPS Instructional Model which ensures all learners are active participants in their learning and consistent high-quality teaching is enacted through explicit use of the High Impact Teaching Strategies, with a focus on goal setting, structuring lessons, and explicit teaching.

The school provides staff with professional learning opportunities and individualised coaching related to the instructional model. Staff work in professional learning communities (PLCs) supported by a team leader, to monitor and improve the effectiveness of their instruction.

During 2022-2023, the school has substantially increased the range of wellbeing supports available through a multi-tiered approach. Universal supports have focussed on greater consistency in the school's positive behaviour support model throughout all classes. Targeted and individualised supports have focussed on small group and 1:1 programs with the school¿s wellbeing teacher and school psychologist. The combination of supports has enhanced student engagement and wellbeing and are an ongoing priority for the school.

**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**:
**Role - Graduates**:
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.

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 - Graduates**:
Core responsibilities include:

- Planning and implementing a range of teaching programs or courses of study
- Teaching an ar