Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1499865
Cranbourne Park Primary School is seeking an experienced teacher to join the school's Wellbeing Team. This is a new position at the school, we strongly encourage anyone that is interested to apply.
This is a Leading Teacher role with a specific focus on Wellbeing as well as Disability and Inclusion. The successful applicant will work with the leadership team and supported by our Disability and Inclusion Leader. This position is likely to include classroom teaching responsibilities, with additional time out of the classroom to support student Wellbeing. The specifics around the amount of time in and out of the classroom will be finalised with the successful applicant.
Our school has a non-punitive wellbeing approach. Students have consequences for their choices, but we do not "punish" them, we treat everyone with respect, students, staff and families. We put supports in place and teach students the expected behaviour.
Interested applicants are welcome to call with any questions around the role.
Cranbourne Park Primary School was built in the early 1960's. It is located in the heart of Cranbourne and services the City of Casey. There is a current enrolment of approximately 320 students from a diverse range of backgrounds. Our staff pride themselves on going above and beyond to support our students and community.
Our school vision is to inspire every student to achieve all round success in every aspect of their lives. To drive this vision our mission statement is to provide a safe, structured and supportive environment where all students can reach their full potential.
Values:
Respect for Yourself
Respect for Other
Respect for Learning
Respect for the Environment
Staffing profile includes:
Principal
Assistant Principal
Wellbeing Leader
Learning Specialist
20 Classroom Teachers
20 Education Support Staff
Teaching and Learning:
Professional Learning teams drive learning across the school, during PLTs staff challenge each other, analyse cohort data, reflect upon teaching and plan for future learning
Learning programs are constant being evaluated and enhanced keeping up with best practice and current research
There is a strong emphasis on literacy (Talk 4 Writing) and numeracy
Specialists rotate through a number of programs including:
Physical Education
Art
Music
Digital Technologies
Our wellbeing approach centres on the students developing skills in making positive choices through our 5R model for wellbeing and inclusion
School facilities include:
Three main buildings (17 classrooms)
Portable building (2 classrooms)
A full-size gymnasium
A large oval space
Asphalted play areas and basketball courts
The school has completed significant works to upgrade the facilities for students and there are further works being planned.
Further information can be found on our school website: https://www.cranbournepark.vic.edu.au/
The main focus of this position is Student Wellbeing. Please focus your answers around your knowledge and experience with Disability and Inclusion, leading student supports, working with families and similar wellbeing related responses.
SC1 Demonstrated expert knowledge in student wellbeing. Demonstrated ability to lead and manage the implementation of school priorities, including student wellbeing.
SC2 Demonstrated ability to lead the planning and implementation of high impact wellbeing strategies that respond to student needs. Demonstrated ability to support teachers to evaluate the impact of wellbeing strategies and make adjustments.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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.
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 [email protected]
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.