Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Hume - Mitchell
Reference: 1490087
Broadford Primary School was established in 1873 and is situated in central Victoria, eighty-seven kilometres north of Melbourne. The school is seen as a key element in the life of the Broadford community and plays an active role in the township.
Our current roll is approximately 340 students. Our dedicated staff work collaboratively to ensure effective evidence-based teaching practices that develop learning opportunities and outcomes for all our students. Our current staffing profile consists of 14 classroom teachers, specialist teachers (PE, Art & Performing Art, Auslan), tutoring teachers, ES staff and administration support staff. The leadership team comprises the principal, assistant principal, two leading teachers and a learning specialist.
At Broadford Primary School we have a strong focus on School Wide Positive Behaviour Support to promote a positive school culture. We teach and reinforce appropriate behaviours, ensuring a safe, supportive, and inclusive environment for all students. The wellbeing of our students is a top priority, and we employ targeted strategies and tiered support as part of our daily practice.
Our school vision is to provide a learning environment whereby all children can flourish and develop as individuals and community members. We strive to create a dynamic learning community that enables students to reach their full potential in a safe, supportive and friendly environment. We are committed to maximising student voice, agency and engagement. We believe in the importance of working in partnership with families to support our students to learn the academic, social and emotional skills that are critical for their future success in Australia¿s everchanging society.
Our school values of Responsibility, Respect, Resilience and Readiness underpin the culture of the school and are promoted as cornerstones for the development of a cohesive and inclusive learning community. Our four school values form the basis of our school culture and set the expectations of how staff, students and community members interact and work with each other to achieve success.
The Disability Inclusion Coordinator at Broadford Primary School is responsible for coordinating the school's Disability Inclusion initiatives to improve educational outcomes for students with disabilities and additional learning needs . This role involves strategic planning, targeted interventions, and inclusive practices in collaboration with staff, families, and external agencies. The coordinator is also accountable for key administrative duties such as tracking student progress, identifying students for the Disability Inclusion Profile (DIP), managing referrals, organising DIP and SSG meetings, and maintaining accurate records in compliance with DET Victoria's guidelines.
The role of classroom teacher may include but is 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.
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 [email protected]
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 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.
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.
SC6 Demonstrated understanding of Disability Inclusion initiatives and DET Victoria policies and their application within a primary school setting.
SC7 Experience in developing and implementing Individual Education Plans (IEPS), coordinating Disability Inclusion Profiles (DIPs) and organising meetings to support student needs.