AddressOrchard Grove Primary School is committed to providing a safe, nurturing environment that engages curiosity; promotes learning, personal growth, and wellbeing for all students; and strives to develop adaptability and resilience. We want our students to become valued members of the local and global communities and be prepared for future life experiences.
Our school community strives to offer excellence in all aspects of primary education, providing quality learning programs in all curriculum areas. We have a strong focus on Literacy and Numeracy, using a synthetic phonics approach to the teaching of literacy skills, and aligning ourselves with evidence-based approaches in our Instructional Models. Our Inquiry units are engaging and allow students to make real life connections, going deeper with the learning areas of interest aligned with the curriculum requirements. We strongly believe that we must teach students at their point of need and use assessments to ensure we support and extend as needed to help all our students achieve their personal best.
Our School Wide Positive Behaviour Supports, alongside our use of Zones of Regulation see us provide a positive and inclusive environment where all students can shine. As and when required we have comprehensive Individual Learning and Behavioural plans to ensure we support our students, working alongside the family and care teams as a valuable partner.
Our core values of Integrity, Respect, Valuing Diversity, Working Together, Fostering Growth and Resilience underpin the expected behaviours and attitudes of the students, staff, and school community.
We are particularly proud of our camping programs which offer excellent opportunities for participation by all our students. Our outstanding Visual Arts, Performing Arts/ Music, LOTE (Spanish), Physical Education, STEM and Library programs offer students a breadth of curriculum and experience. Our support programs, which include EAL, ensure all students are being assisted to achieve their best.
Parents and volunteers are a feature at Orchard Grove and many parents participate in the life of the school in a variety of ways.
All Orchard Grove Primary School personnel are responsible for supporting the safety, participation, wellbeing, and empowerment of children.
All staff, parent helpers, volunteers, tradespeople (employed on a regular basis) and School Council members of Orchard Grove Primary School are required to observe child safe principles and expectations for appropriate behaviour towards and in the company of children by:
· adhering to Orchard Grove Primary School's Child Safe Policy at all times
· taking all reasonable steps to protect children from abuse.
· treating everyone with respect
· listening and responding to the views and concerns of children, particularly if they are telling you that they or another child has been abused and/or are worried about their safety or the safety of another.
· promoting the cultural safety, participation, and empowerment of Indigenous children (for example, by never questioning an Indigenous child's self-identification)
· promoting the cultural safety, participation, and empowerment of children with culturally and/or linguistically diverse backgrounds (for example, by having a zero tolerance of discrimination)
· promoting the safety, participation, and empowerment of children with a disability (for example, during personal care activities)
· ensuring as far as practicable that adults are not left alone with a child.
· reporting any allegations of child abuse to Orchard Grove Primary School's Child Safety Officer (Michelle Ogilvie Principal), or to a member of the Leadership Team.
· The above-mentioned Child Safety Officer or member of the Leadership Team will ensure any allegation will be reported to the police or child protection.
· reporting any child safety concerns to Orchard Grove Primary School Child Safety Officer (Michelle Ogilvie Principal) / Leadership
· if an allegation of child abuse is made, ensure as quickly as possible that the child(ren) are safe.
· encouraging children to `have a say' and participate in all relevant organisational activities where possible, especially on issues that are important to them.
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 programs 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.
The Classroom Teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the Classroom Teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The Classroom Teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the Classroom Teacher gains experience his or her contribution to the school program beyond the classroom increases. All Classroom Teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 Classroom Teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 Classroom Teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
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.
The role of Classroom Teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- 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.
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.
Applicants seeking part-time 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 case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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 department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's 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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- 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 pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
