AddressPurpose:
Goroke P-12 College¿s purpose is to assist students reach their maximum potential. We will provide a nurturing, balanced, safe and stimulating learning environment at all times and in all places, where the learning is individualised and students take responsibility for their learning. We will value the individual and foster the development of resilience so that our students are able to leave school well prepared for their future. The school will create positive relationships to provide opportunities for our students to develop connections with their communities and an understanding of the world around them. We commit to providing accessible, affordable and ongoing learning for all our school community.
School oath:
We continually strive for personal growth and promote our values of respect, excellence, honesty and resilience through our everyday words and actions.
School values:
Goroke P-12 College supports the following values for our school community:
· Respect ¿ We care for ourselves, others, property and the environment.
· Excellence ¿ We promote high expectations and strive to be our best.
· Honesty ¿ We have the courage to say and do the right thing.
· Resilience ¿ We approach challenges with a positive attitude and aim to bounce back during difficult times.
School profile:
Goroke P-12 College is situated in the rural township of Goroke, 30 minutes from the South Australian border. The school buildings and grounds are attractive and well maintained.
Our school has excellent links to the local community, and our students and staff are frequently involved in projects and activities around the town and shire. Where possible, partnerships between the school and the various service and sporting organisations and committees within the town are created and maintained. The School Council and Parents¿ and Friends¿ Association are strong supporters of the school and our improvement efforts.
We run a bus each day from Horsham that brings students from Horsham to our school. Our school remains committed to fostering the links between the school, the Goroke Pre-School and other schools in our region to provide mutually beneficial outcomes and smooth transition programs.
Goroke has had a slow but steady decline in population, reflecting general population trends in rural areas. Our current 2023 enrolment figure is 80 students and 21.04 FTE staff. Our school has continually kept school fees to a minimum, so school-raised funds are limited, and the school subsidises VET fees. Over the life of our current Strategic plan, flexible learning and classroom arrangements will need to be considered and implemented.
Goroke P-12 College offers students a variety of Senior pathways with students having the opportunity to select the new VPC, VCE VM or VCE at a Senior level to best meet their interests and needs post schooling. We are proud that the range of VCE subjects on offer is comparable with larger regional schools.
A range of parent occupations are noted on our enrolment documents. Maintaining an awareness and empathy for the diverse range of family backgrounds of our students is a priority. Students have access to a range of support services and intervention programs. The small number of students at Goroke P-12 College allows close attention to student needs. Supportive student welfare and management structures are in place.
In general personnel turnover is low, with an average turn-over of 1 to 2 staff per year, which provides a stable learning environment for our students. Staff are well supported by the Principal and Leadership team, and opportunities for staff to lead initiatives is always encouraged.
Our school believes that student exposure to ICT and new technologies is a vital part of preparing students for employment and life after school. We have made a significant financial investment to ensure our equipment and ICT facilities remain current, and affordable for families.
We are also focusing on individualising teaching and learning for our students and use ILPs to support students achieve their relevant goals.
Emphasis is placed on the school values, their promotion, and the acknowledgement of how and when these values have been exhibited by members of our school community.
The school fosters close, supportive, and positive relationships amongst the staff and with students, parents and the broader school community through its commitment to open, regular communication, promotion of our school values and the creation of opportunities to engage and connect with key stakeholders.
School service standards:
The school guarantees all students access to a broad, balanced, flexible and individualised curriculum where teachers work in partnership with students and parents to drive improvement. A commitment to timely, focused feedback is guaranteed.
The school provides a safe, well maintained and stimulating environment where DE guidelines are followed and behavioural and OHS matters are dealt with in a consistent manner and as a priority.
The school has a Performance and Development culture that ensures staff are committed to meeting the goals and targets of the Strategic plan. The staff undertake relevant whole school and individual professional development connected to school priorities, their subject area and current Performance and Development plans.
Child Safety statement:
Goroke P-12 College considers the safety of children as being of paramount importance. Our school has no tolerance of child abuse. Our statement is supported by relevant policies and procedures that can be accessed on the Goroke P-12 College website http://www.gorokep12.vic.edu.au/ via the Policies tab.
Every person involved in Goroke P-12 College has a responsibility to understand the important and specific role they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
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.
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
This position is full-time; however, part-time hours will be considered for the right candidate.
- 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
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.
