Role
- Graduates
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 - Graduates
Core responsibilities include:
1. Planning and implementing a range of teaching programs or courses of study
2. Teaching an area of the curriculum or a general curriculum to a year level
3. Monitoring, evaluating and reporting student progress in key learning areas
4. Implementing strategies to achieve targets related to student learning outcomes
5. Maintaining records of class attendance and recording student progress
6. Implementing effective student management consistent with the school charter.
7. 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:
8. Supervising a range of student activities including support and welfare programs
9. Contributing to a range of co-curricular programs
Who May Apply - Graduates
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
10. have completed their course requirements and graduated in the last 4 years, and
11. 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.
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. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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:
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.
Eligibility for incentive payments:
12. The successful candidate is committing to a minimum of 1 year employment at this school
13. The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
14. The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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.
Location Profile
Upper Plenty Primary School is located at the foothills of Mt Disappointment, approximately 60 kilometres north of Melbourne. The old school house stands as an historic reminder of the era in which it was built. The school has experienced exceptional growth since 2004, the school growing from 35 students to a current population of 200.
In 2009 a new school building was constructed as part of the Rural Replacement Program. In 2011 the BER building was added to our facilities allowing the school to boast exceptional facilities in a unique semi rural environment. While all classrooms have computer work stations, our ICT program has been focussed on building up a laptop and iPad bank which all grades can access.
Nine classes operate currently. In addition to the nine classroom teachers, we have a part time Science teacher, Phys Ed teacher and Art teacher. There are two part time office administrators and three part time integrations aides who support the intervention program.
Upper Plenty PS is proud of the educationally rich Prep-6 program delivered in each of the Key Learning Areas. We offer programs that promote active learning and we differentiate the curriculum to meet the needs of all individuals. Our Strategic Plan focuses on Literacy and Numeracy.
It is our vision to provide a learning environment for all students that is challenging, engaging and optimises student¿s ability to work at their full potential. At Upper Plenty Primary School we aim to provide a safe and caring environment for all our students, staff, parents and community volunteers. We believe that children¿s educational, emotional, social and physical development will thrive in a positive and caring environment. We are committed to establishing an atmosphere that builds self esteem and confidence, a place where children can learn without fear of failure.
Our agreed school values include:
Respect, Responsibility, Resilience
Our school's strength and success is in the area of community relationships. Upper Plenty Primary School has maintained a commitment to value and preserve the close and supportive school community that the small school setting can provide, even though the growth of the school has been rapid. The commitment to practices that support the fostering of strong and productive home-school relationships underpins all aspects of our work at this school. In a nutshell we embrace the belief behind the saying 'It takes a village to raise a child'.