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Form of workSC 1 Demonstrated knowledge of the Victorian Curriculum (Languages Auslan) and the capacity to use Auslan and oral communication to teach Auslan in Years P-6.
SC 2 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.
SC 3 Demonstrated ability to monitor and assess student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC 4 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.
SC 5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.
RoleQualifications and experience required to undertake an Auslan teaching role are:
¿ Appropriate teaching qualifications/and a Diploma in Auslan or fluent Auslan skills
¿ A demonstrated high standard of teaching practice using Auslan and oral communication.
¿ Knowledge of and experience in teaching methodologies and strategies appropriate to language teaching.
¿ Understanding and use of current curriculum, assessment and reporting requirements
ResponsibilitiesThe 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
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.
Grovedale West Primary School is located in the suburb of Grovedale in Geelong and students are drawn from the suburbs of Waurn Ponds, Grovedale and surrounding areas. The school also incorporates the Geelong P-12 Deaf Facility in partnership with Grovedale College. The school has a student population of around 340. GWPS have high expectations that their staff will be adaptable, energetic team members, who engage in reflective practice and ongoing professional learning with a focus on student outcomes. The school promotes a positive education philosophy focusing on quality student teacher relationships and the importance of positive mindset. Students are active participants in their learning through self reflective practice as are teachers through strong collegiate practice. The development of learning pods, team teaching and a differentiated curriculum ensures greater consistency and collaborative practice. The school has Prep, Junior, Middle and Senior Learning Pods where teachers work and plan in teams. Distributed leadership is promoted with an Instructional Leader (Assistant Principal), Learning Specialists and Level Leaders supporting teachers to continuously enhance the quality of teaching and learning. The School places a strong emphasis on student wellbeing using a positive education focus and building teacher capacity to provide authentic learning experiences for students. The school also places a strong focus on sustainability, learning through Science with Science Specialists and involvement as a Stephanie Alexander Kitchen Garden Foundation School.
