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. 

This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment

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:

• 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

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.

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 Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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

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

• 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

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:

• The successful candidate is committing to a minimum of 1 year employment at this school
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

School Profile

Lucknow Primary School is located in the Eastwood estate of Bairnsdale, East Gippsland Victoria.

Bairnsdale is the gateway to the natural beauties of East Gippsland and is set on the banks of the Mitchell River, 285 kilometers east of Melbourne.

Lucknow Primary School was established in 1873 and moved from Great Alpine Rd Lucknow, to its current site at Balmoral Crescent Eastwood, in 2003.

The move to the new site north of The Great Alpine Rd was in response to the growing development of Eastwood and the need for expanded school grounds and facilities.

The building of the new school coincided with significant growth in student numbers. The current school enrolment is 530.

The school¿s motto ¿Proud Past - Exciting Future¿ encapsulates how the school community welcomes and embraces future challenges in the context of its rich traditions.

Our school vision is to provide a ¿welcoming community which values learning through shared responsibility¿ and to ¿develop a caring environment in which we nurture confident, creative and resilient individuals who aspire to be the best they can¿.

At Lucknow PS we emphasise the values of respect, care, honesty, inclusiveness and commitment, and have a core set of positive behaviour beliefs that are the minimum expected standard of behaviour for all in our school community. In our learning and play at Lucknow Primary School we:

• Respect and consider the feelings of others
• Care for our shared environment
• Help each other make good choices
• Value different ways of thinking and being
• May treat people differently to treat them fairly
• Bounce back when times are tough
• Thrive to be the best we can be

Our purpose is to inspire children to achieve their full potential by developing:

·         A culture of learning based on positive relationships between students, staff, parents and the wider community.

• A core of knowledge of academic and social competencies based on our key values of respect, care, honesty, inclusion and commitment.
• Responsibility for being self-motivated lifelong learners.
• A challenging curriculum appropriate to the needs of all students.
• A caring, stimulating and happy learning environment, which fosters high standards of achievement and behaviour.
• High expectations for all students to achieve their personal best socially, academically, physically and emotionally.

We currently have 20 classrooms and specialist classes in Physical Education, The Arts, Library and STEM.

Our programs for students include:

• Energy Breakthrough competition
• Literacy Intervention
• Rotary Awards
• Drama/Arts and
• Student Leadership Program.

We have a school band and choir which play an important role in our school.

Student learning is based on four critical questions:

1. What do we want students to learn?
2. How do we know if they have learnt it?
3. What do we do if they don¿t learn?
4. What do we do if they have already know it?

Teachers are accountable for students¿ learning and achievement.

Learning is developmental and sequential.

Learning is teacher directed.

Teaching is explicit.

Students are increasingly responsible for the application of their learning

Students are assisted to regularly reflect on their own learning.

Parents¿ Club and School Council represent the school families and are highly active in raising funds for our students and providing community based decision making processes.

We have a whole school approach to student welfare and engagement.

Every week more than 30 ¿Special Friends¿ volunteers come into the school to work with individual children in areas of agreed interest, whether it is social, recreational or academic.

The welfare of students, staff and parents is an underlying consideration in everything that is done. Our school believes that people are the most important resource and that all have something to offer.

The school is committed to effective communication, taking a pro-active role ensuring people have their say. Consultative processes have been adopted which enable all concerned to be involved.

There is a strong emphasis on professional development and coaching is an integral part of professional practice. 

The future curriculum directions of our school will be consistent with our priorities with an emphasis on building professional capacity through ongoing reflection of practice informed by student learning outcomes and a sound knowledge and understanding of learning theory. The consolidation and future planned development of the site and facilities will continue to be a priority.