Province: Victoria
Description:
Job Details
Job ID:
1024607
Graduate Teacher Program
Job Title:
Williamstown North Primary Sch
Location:
Full/Part Time:
Full-Time
Favorite Job
Regular/Temporary:
Fixed Term
Department:
Location:
Williamstown North Primary Sch
Williamstown North Primary Sch
Classification:
Graduate Teacher Program
Job Title:
Graduate Teacher Program
Subject/Duties:
Level:
Generalist – Primary Teaching
Primary Grades P-6
Begin Date:
End Date:
2016/01/27
2017/01/27
Regular/Temporary:
Fixed Term
Hours:
38.00
Reference #:
1024607
Contact Name:
Wendy Emin
Phone:
0418 548 339
School Website:
http://www.willynthps.vic.edu.au
Apply By:
2015/10/01
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Location Profile
School Profile
Established in 1874, Williamstown North Primary School is located in a residential area of the historic seaport of Williamstown, within the City of Hobsons Bay. The school is a vibrant and inclusive learning community, which fosters and values its strong links to the community.
WNPS is fortunate to operate with outstanding facilities as a result of a total rebuilding program which was completed in 2001. In 2010, a Junior Learning Centre was constructed to provide a state of the art facility for junior students. The school also has a full size gymnasium, specialist facilities for Visual & Performing Arts, a Japanese Room, a Computer Lab & Resource Centre, as well as an additional space to further support the individual needs of students, which is warmly referred to as the Butterfly Room. The grounds have undergone extensive redevelopment in recent years, with students enjoying daily access to playground equipment sourced from all over the world.
The daily operation of the school is underpinned by the schools purpose statement:
WNPS is a dynamic and inclusive learning community that
promotes personal excellence, creativity & empowerment.
As a professional learning community supporting the individual needs of approximately 700 students, teachers collaborate strongly to take a collective responsibility for the students within each professional learning team. A guaranteed and viable curriculum has been developed by the school as part of the current Strategic Plan, with a strong focus on Power Standards (essential learnings). Outstanding student achievement levels across the school stem from strong team planning processes, the ongoing collection of data, intervention & extension structures, fluid groupings and strong partnerships between home and school .
As a school with well established inclusive practices, the school values and celebrates diversity. Student wellbeing is supported by the You Can Do IT! social skills program as well as a buddy program which operates across the school.
A carefully considered facilities Master Plan has been developed by the school to manage the strong enrolment projections over the next 3 5 years which will see the total school enrolments exceed 850 students. All enrolments are strictly limited within the schools designated neighbourhood.
Selection Criteria
SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent.
SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.
SC6 Demonstrated understanding of the individualised needs of students with an Autism Spectrum Disorder and the ability to implement inclusive practices in the classroom.
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.
Other Information
Applicants are welcome to attend a School Tour on Tuesday 22nd September at 11am.
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