Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 5
Occupation: Health and allied health
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1495165
Docklands Primary School is located on the lands of the Kulin Nation. We opened in 2021 to continue a tradition of learning that has flourished here for over 60,000 years. Our school caters for a diverse community in inner-city Melbourne, welcoming students from Foundation to Grade 6. An onsite Early Learning Centre with two kindergarten rooms supports a smooth transition from pre-school to primary school.
The work of every person at Docklands Primary School is centred around two interrelated aims: to provide an outstanding education for every student in our care, and to grow great teachers. At Docklands Primary School, we invest heavily in our people ¿ big and small ¿ because we know that no single asset or resource matters more to our aims.
World class facilities in the heart of our city
Staff at Docklands Primary School enjoy working in a beautiful inner-city location, with great access to all our wonderful city has to offer. Our teachers work in modern classrooms (many with city views) and all enjoy the purpose-built teaching facilities. Curriculum resources are carefully selected, and our learning spaces are well-resourced. Every classroom is fitted with integrated technology, including assistive technologies for students with particular needs. Our students benefit from access to a beautiful school library, a competition sized indoor gymnasium, landscaped play areas and a stunning Arts Centre.
Our approach to instruction
Teachers at Docklands Primary School are committed to explicit and responsive instruction. Our approach to instruction across the school is flexible but is underpinned by 3 guiding principles:
Great teams of teachers, committed to excellence
Our staff engage in collaborative and detailed planning so that every teacher can focus energies on high quality instruction. We plan a knowledge-rich curriculum, which means that we can articulate with clarity the specific content to be taught across all levels and learning areas. At Docklands Primary School, teachers do not plan and resource lessons on their own; rather, we are building high-functioning teams of teachers because we know we¿re better when we plan together.
The chance to hone your craft
We provide systematic opportunities for teachers to improve their practice, not because they are not good enough, but because we can always be better. We provide well-sequenced and rigorous professional learning opportunities. Every week, we run a one-hour whole staff Professional Learning Workshop; here, we draw on insights from research evidence to define and describe high quality pedagogical practice. We value teachers¿ expertise and experience and provide opportunities for teachers to build on what they know in meaningful ways. We expect our teachers to share their expertise, and to embrace their role as the expert practitioners in our community.
Connected to our weekly workshop series is an Instructional Coaching program. Teachers of all experience levels have the chance to set goals, to seek feedback from an instructional coach, and to deliberately practice specific techniques in the classroom. We are beginning to embed video recording as a mechanism for collaborative review of our teaching, and we take the time to celebrate our progress along the way.
SC1. Demonstrated experience working within the education system using the Response to Intervention framework with the capacity to monitor and assess student data.
SC2. Demonstrated capacity to implement curriculum programs consistent with the needs of newly arrived children from language backgrounds other than English.
SC3. Demonstrated high level written and verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, students, and other employees.
SC4. Commitment to working collaboratively with others; accepting and acting on feedback; engaging in continual professional learning for self and others.
Will usually be a member of the leadership team who is accountable for the development and delivery of key services that are integral to the effective operation of a school/s. Provides a range of services and/or undertakes the analysis of complex problems that form part of the policy framework.
A school or group of schools would need to have the necessary diversity and complexity to create a role at range 5. Management of a major school or district initiative, project or Department targeted strategy would be an indicator depending on the breadth of management responsibilities.
An education support class position supports the educational services being provided to students but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
As a member of the leadership team within a school/s responsible for the management of the following:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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