At Rupanyup Primary School we are committed to developing a caring, accepting, and inclusive community and aim to provide open-ended approaches to learning and progress which stimulate flexibility and adaptability. We encourage our young learners to be inquisitive, to question and to wonder.
A carefully planned and sequenced knowledge-rich curriculum paired with a strong Health and Wellbeing program ensures that the whole child is supported and nurtured along their learning journey.
Knowing that every interaction and experience is a learning opportunity, we carefully consider the approach we take in supporting students to develop their skills and capacities in all areas at the developmental stage. The curriculum provides carefully planned and mapped educational opportunities in Literacy, Mathematics, Science, History, LOTE (Auslan), Physical Education and Visual Arts.
Our School is committed to the development of the whole child and every interaction with the adults around them is an opportunity for modelling and learning. Students are intentionally taught how to manage themselves and their growth, academically, socially, and emotionally; how to engage appropriately with others; how to accept and act on feedback; and how to make positive contributions to their communities.
School Values
Our core values - Respect, Responsibility, Co-operation, Integrity, and Perseverance - define the behaviours and attitudes by which we hold ourselves and each other to account. Everything we do is in the service of student learning and progress. We believe that learning is incremental and all within our community must embrace possibilities and challenges in order to progress; that effort is non-negotiable; and that with perseverance comes success.
Integrity- The quality of being honest and to try to learn from our mistakes.
Perseverance- Persistence in doing something despite difficulty or delay in achieving success.
Respect- Regard for the feelings, wishes, or rights of others.
Responsibility- The opportunity or ability to act independently and reliably.
Co-operation- Working together and sharing.
Rupanyup Primary School is located in the Wimmera region of Victoria, 30 minutes east of Horsham, with a current enrolment of 16 students in 2024. Our small school community enables us to maintain small class sizes and a strong sense of connectedness to the school and the community. Our current staffing consists of the Principal, one full-time teacher, 2 part-time teachers and a Business Manager.
Our School Strategic Plan goals are to improve student learning growth in Literacy and Numeracy, and to improve student engagement and motivation in their learning. We strive to provide opportunities for students, both within the classroom and outside of school, working closely with our community. We are fortunate to offer Auslan as our LOTE subject for 2024 and our school council lead OSHC service which attracts students from neighbouring schools. Sport is supported through the sporting schools program plus we are part of the local Dunmunkle cluster for the athletics and cross-country events. The MARC van provides a library service each fortnight alongside the weekly visit to the school library supported by a grandparent of the school community. Student wellbeing is embedded through the school with student voice that is a part of the newsletter; student curriculum input; the timetable of Respectful Relationships and the Resilience Project; student leadership for assembly, school teams and junior school council, and the morning fruit, milo and heat ups. Numeracy and Literacy are timetabled each morning with specialist areas programmed in the afternoons.
Facilities
Our excellent facilities include a 25-metre swimming pool, a football oval, new portable chicken coup, outdoor play area, a hall and art room. It is imperative that our students have access to the latest technology and have the knowledge and skills to utilise this and become 21st century learners. All classrooms are equipped with an Interactive Whiteboard and students have 1-1 access to either an iPad or netbook computer.
Selection Criteria
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.
Role
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-curricular activities.
Responsibilities
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.
Who May Apply
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.
EEO AND OHS Commitment
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.
Child Safe Standards
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.
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.
VIT LANTITE
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.
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