Location Profile

Wurruk Primary School is a small rural school situated at the western entrance to Sale in Gippsland, overlooking the Thomson River. Our onsite Kindergarten and Primary School provide a connected educational pathway from the early years through to Year 6. Currently, approximately 50 children are enrolled across our Kindergarten program and three multi-age Primary School classrooms.

Wurruk Primary School is a welcoming, inclusive and community-centred school where every child is known, valued and supported to succeed. Our small-school environment allows us to build strong relationships with children and families and provide highly personalised learning, wellbeing and engagement support.

The School and Kindergarten work together to build strong foundations, improve educational outcomes and provide children and families with access to affordable, high-quality learning within their local Wurruk community. Our onsite Kindergarten strengthens continuity of learning, supports smooth transitions into school and enables staff to work collaboratively across the early years.

We work in partnership with families, community organisations, allied-health professionals and other services to reduce barriers, strengthen inclusion and create positive and lasting change for children and their families.

Our multi-age class structure supports individual achievement, social development and strong relationships across year levels. Teaching and learning are explicit, evidence-informed and responsive to the individual strengths and needs of each child. Literacy, numeracy, STEAM, the arts, health, physical activity, student leadership and community-based learning are all important parts of the opportunities we provide.

Wellbeing and learning are deeply connected at Wurruk. Our practices are informed by the Berry Street Education Model, supporting staff to build strong relationships and create safe, predictable and inclusive learning environments. We recognise that children learn best when they feel safe, connected, regulated and ready to engage.

Through our Walking School Bus, Breakfast Club, Wurruk Tucker daily lunch program, wellbeing initiatives, allied-health partnerships and individualised learning and regulation supports, we work to reduce barriers and provide every child with the conditions they need to participate, learn and experience success.

Our approach is grounded in relationships, inclusion and the belief that every child has the right to learn, belong and be valued. We believe in ¿time in, not time out¿ and understand that every adult, interaction, routine and relationship contributes to a child¿s wellbeing, engagement and success.

Staff at Wurruk work as a close, collaborative team. We value professional learning, reflective practice, open communication and the contribution of every staff member. Working in our small-school environment provides opportunities to build meaningful relationships, contribute across the educational setting and make a genuine difference in the lives of children and families.

Big Enough for Opportunity, Small Enough to Care.

MISSION

Wurruk Primary School¿s mission is to provide a safe, inclusive, engaging and community-centred learning environment that recognises the strengths of every child and supports them to belong, learn, grow and succeed.

We place relationships at the centre of our work and provide the care, consistency, high expectations and individualised support children need to reach their potential.

VISION

Our vision is for every child to feel safe, valued, connected and capable of learning.

Through The Wurruk Way, we nurture a love of learning and support children to become curious, confident, resilient, reflective and critical thinkers who can participate positively in their community and an ever-changing world.

OBJECTIVES

Wurruk Primary School aims to:

- provide a safe, inclusive and predictable environment in which every child can belong and learn;
- build strong, respectful and trusting relationships between children, staff, families and the wider community;
- foster friendship, tolerance, respect and acceptance of others;
- strengthen each child¿s resilience, confidence, self-esteem and sense of agency;
- deliver explicit, evidence-informed and individualised teaching in literacy, numeracy and all areas of the curriculum;
- recognise and respond to the learning, developmental, wellbeing and regulation needs of every child;
- provide rich opportunities for creativity, communication, physical activity, leadership and community participation;
- support continuity of learning from kindergarten through to Year 6;
- work collaboratively with families, allied-health professionals, community organisations and support services; and
- maintain a professional culture of collaboration, reflection, shared responsibility and continuous improvement.

VALUES ¿ THE WURRUK WAY

Our school values are known as FROGS:

- Friendship ¿ We build positive relationships, show kindness and help others feel that they belong.
- Resilience ¿ We keep trying, learn from challenges and seek support when we need it.
- Opportunities ¿ We participate, explore new experiences and make the most of every opportunity.




- Growth ¿ We believe everyone can learn, improve and experience success.
- Safety ¿ We care for ourselves and others and make choices that support physical, emotional and cultural safety.

These values form The Wurruk Way and guide the way we learn, work and connect with one another. They are explicitly taught, celebrated and referred to throughout each day, during classroom learning, assemblies, Respectful Relationships and everyday interactions.

We seek staff who share these values and are committed to working collaboratively, building genuine relationships and contributing positively to the learning, wellbeing and growth of every child.

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 cooperative 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 qualified 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-curricula 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.

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 (see Workplace 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) via *@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 2024, 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 2016 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).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

📌 Classroom Teacher (Sale)
🏢 Department of Education Victoria
📍 Sale