Location:
Loddon Mallee - Macedon Ranges
Reference:
*******
Location Profile
Wallan Primary School is a large, growing primary school situated in the township of Wallan, 50 kilometres north of Melbourne. We currently operate 35 well-appointed classrooms, as well as two Visual Arts rooms, Auslan/Performing Arts room, new Kitchen space, mini Gymnasium, Canteen and a brand new competition-grade Basketball Gymnasium. The school oval is well maintained and includes a half-size soccer pitch area. The shaded play areas, playgrounds and gardens are continuing to be further developed to create a welcoming environment for all students, staff, families, and visitors to the school.
Wallan Primary School is strongly committed to using well-researched Literacy and Numeracy approaches for teaching and learning. Effective teachers have precise knowledge about their students' understandings which they use to personalise all learning opportunities. Ongoing teacher and classroom support/coaching is provided by expert Literacy and Numeracy Leaders and additional assistance programs are in place for students in need of extra support. To further enhance classroom programs, access to technology is available in every classroom and has continued to be expanded to ensure we are one-to-one in years one to six and banks of ipads in Foundation.
The school has developed a culture that strives for continual and ongoing improvement. The commitment to best practice and Department of Education and Training initiatives has further enhanced the teaching and learning environment. The Wallan Primary School Inquiry program provides a sequential and comprehensive curriculum that clearly reflects the Victorian Curriculum and is being further developed to include student voice and agency. Teachers collaboratively plan curriculum with the support of the Learning Specialists and PLC Leaders in their teaching teams to provide the best teaching and learning experiences for the students in all year levels throughout the school. The school recognises the importance of nurturing, accepting and utilising the school community¿s diverse talents, skills, knowledge and expertise to achieve outstanding performance, share roles and tasks, reduce workload, encourage professional growth and support effective teaching and learning. There continues to be a strong commitment to individual and whole school Professional Learning, teacher mentoring, coaching, classroom observations and feedback to improve teaching practice. Learning Specialists and Leaders support teachers and teams to improve and continually build capacity.
Wallan Primary School recognises the importance of developing positive attitudes and values. The school believes it is vital we focus on the development of positive attitudes towards people, the workplace and learning. It is committed to providing a high quality education for all students in a safe, caring and stimulating environment. An essential element of this is a comprehensive school-wide student engagement program to ensure student needs are identified and supported in a safe and happy environment. To further build a school wide culture that reflects our values, the school has established a ¿team building¿ program for students in years one to six. Whole school and classroom rules are clearly communicated to encourage children to accept responsibility for their behaviour and actions. Wallan PS has committed to a minimum three-year partnership with Real Schools in ****. Achievements are publicly recognised and celebrated. Specialist programs and extra activities further enhance the curriculum and include Physical Education, Visual Arts, STEM, Auslan, Food (Yr 3-6), Performing Arts (F- Yr2), Bush (F - Yr2), inter-school sports, camps, excursions, incursions, and transition programs. Classroom and specialist teachers communicate regularly with families and share student work throughout the term on various platforms including Seesaw. Student¿ led conferences, combined with twice-yearly refined digital reports, provide parents with accurate information regarding student progress.
Selection Criteria
SC1
Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills.



Demonstrated capacity to respond to student learning needs.
SC2
Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3
Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4
Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5
Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.
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
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and
not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.




Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD)
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.
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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
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:
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.
PLEASE NOTE THAT THE SELECTION PANEL MAY SEEK ADDITIONAL REFEREES BEYOND THOSE YOU NAME. CONSISTENT WITH POLICY, WE SHALL ADVISE YOU IF WE WILL TAKE THIS ACTION.
Conditions of Employment
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also 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 ITE program completed by the person).
Applications close Sunday 6 September
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📌 2027 Graduate Classroom Teacher (Victoria)
🏢 State Government Of Victoria, Australia
📍 Victoria