|Location||Nanneella Estate Primary School|
|Department||Nanneella Estate Primary School|
|Role Type||Primary Teacher|
|Ongoing/Fixed Term||Fixed Term|
|Classification||Graduate Teacher Program|
|Contact Name||Ian Denson|
|Phone||0408 403 884|
Nanneella Estate Primary School (No. 3708) is situated in the rural district between the city of Echuca and the township of Rochester.
At Nanneella Estate Primary School, we believe that:
The school must constantly strive to improve teaching and learning and ensure the provision of access and the opportunity for success for all students.
The development of a positive attitude towards self-discipline, co-operation and pride in all achievements is encouraged. Attentive listening, participation, mutual respect and appreciations are fostered as is getting along, organisation, persistence, resilience and confidence.
Our school offers a challenging seven-year program in English, Mathematics, Science, Technology, Health and Physical Education, The Arts, The Humanities, Critical & Creative Thinking, Ethical Capabilities, Personal and Social Capabilities and Languages (Indonesian). To facilitate teaching practice some key learning reas are combined into wider areas of studies referred to as integrated curriculum units.
The school uses specialist programs to assist its planned activities: MAAC Van -Art (Mobile Area Art Centre), MARC Van / Library (Mobile Area Resource Centre), Landcare Aust. and Life Education Program. The Victorian Equity Program (Isolated Rural children component) and CAP (Country Area Projects) allows for development and enrichment of services and activities in cultural, technological and personal development areas.
Our school is fortunate to be able to access part time teachers. This has allowed us to run specialist programs, in art and music, Indonesian as a language, science and more importantly an individual reading programs for children who need extra assistance.
A feature of Nanneella Estate Primary School is the very strong parent support for, and participation in, the life of the school. The parents are very protective of the existence and independence of the school and as a group, respond to requests for assistance and develop their own initiatives to add to the quality of the school environment and its programs.
Nanneella Estate Primary School clusters with other schools in our area to access additional activities such as sport, physical education activities, camps and academic and cultural experiences to provide outlets for additional opportunities for peer group social interactions. This clustering also allows for teachers to enhance collegiate contact. The six schools in the Campaspe Cluster are Elmore Primary, Goornong Primary, Raywood Primary, Colbinabbin Primary, OLSH (Our Lady of Sacred Heart Elmore) and Nanneella Estate Primary School.
Our school consists of two classrooms, a multi-use classroom, a staffroom, modern toilets with disabled facilities and an administrative area. Spacious grounds with excellent facilities, including shade area, basketball & netball court, the forest, the gazebo and extensive paving and lawns. This provides a visually pleasing educational environment. The school is also able to make use of the hall and tennis courts next to the school grounds.
The school council is continually monitoring school and student needs and planning future developments. Our GRROW school values are used daily.
Getting Along, Respect, Resilience, Organisation and We do our best.
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.
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.
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.