|Location||Woady Yaloak Primary School [Multiple Location Campus]|
|Department||Woady Yaloak Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Classification||Graduate Teacher Program|
|Contact Name||Corey Pohlner|
|Phone||5342 8565 (SMYTHESDALE)|
Established in 1994, Woady Yaloak Primary School is the result of the community-initiated amalgamation of four rural schools located at Smythesdale, Snake Valley, Scarsdale and Ross Creek (in an area approximately 20 km south west of Ballarat); this draws together four historic goldfield schools.
Woady Yaloak operates as a multi site school, offering a small school setting with the advantages, which emanate from a large school environment. The school is committed to successfully unifying the four communities to develop a coherent sense of belonging. At Woady we strive to "Achieve Together."
A single administration manages the four campuses with the main administration centre based at Smythesdale. Each campus has undergone rebuilds with three of the four campuses having learning studios opening onto a large open space, which is utilised for whole campus activities, assemblies and also designated areas such as libraries or art areas. Outdoor learning areas are also featured at our school with all campuses having large, attractive playing areas.
This year Woady Yaloak has 16 classrooms. Specialist teachers are based at each of the campuses to deliver their respective programs. The specialist areas include: - L.O.T.E. – Japanese, Health & P.E and The Arts. An E.S. is based in the office at each campus and further E.S.’s are employed to support students in various programs across the school. One principal and two assistant principals work across all four campuses to support the work of each of the campus heads.
As one school we have shared beliefs, values and mission. We have a strong emphasis on the development of literacy and numeracy skills as well as the development of a positive sense of self-worth, tolerance and a healthy lifestyle. This is supported by our School Wide Positive Behaviour Framework.
All staff members have demonstrated a commitment to on-going professional learning and the sharing of best practice.
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 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.