Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1536656
Thornhill Park Primary School was established in 2023 and is located in the suburb of Thornhill Park approximately 40 kilometres west of Melbourne. Our school currently has capacity for 650 students and caters for students from Years Prep to 6. Our enrolments are around 850, with a growth of up to 1000 students expected by 2027. The grounds sit alongside a new creek installation in the Thornhill Park Estate and is surrounded by many new houses, bike paths and open park spaces. The school community is culturally diverse with many families coming from a language background other than English. We provide a strong culture of inclusion and have established a supportive environment for all students.
Our staff have a range of experience and work in teams to provide differentiated programs for all students. We value the on going development of a strong culture and continue to build a team of people who have students at the centre of their decision making and strive to make an impact. We offer a curriculum based on building strong foundations in Literacy and Numeracy, whilst providing students with a range of real-life and problem-based experiences. Our teaching spaces also enable us to have a Specialist hub consisting of Physical Education, Food Tech, STEM, Visual and Performing Arts and Auslan. Our learning environments provide opportunities for students to explore their curiosity and develop as 21st Century citizens.
Thornhill Park Primary School¿s vision is to ensure
Our students are happy, empowered, curious and resilient learners
Our curriculum is challenging, engaging, inclusive and relevant and supports each student in achieving their full potential
Our staff are committed to providing high quality curriculum and a caring, inclusive classroom environment
Our environment is welcoming, social, safe, positive and stimulating and encourages our students and staff to learn, develop and achieve success
Our school community is committed to an ever developing, positive, supportive and collaborative partnership between home, school and the community
Our school values are Respect, Integrity, Persistence and Wellbeing.
We display respect in all aspects of our school lives from the way we interact with each other to the way we treat our environment.
We have integrity by always striving to do our best at school and ensuring we are honest and trustworthy citizens.
We are persistent in challenging situations and always trying to give our very best. Being persistent enables our community to acknowledge that it is okay to make mistakes as this helps us to learn and to strive for excellence.
We value wellbeing for all members of the community. We strive for people to be at their best when at school, so we endeavour to differentiate our approach to ensure we are inclusive and provide support for all students and staff. We recognise that optimal learning occurs when students are happy and healthy.
This role has been created to work alongside our current Wellbeing Leading Teacher and to share the workload associated with the Disability Inclusion Process. It will be a role that is out of the classroom full time and also supports the implementation of our Mental Health in Primary Schools Programs. The successful candidate would benefit from experience in this space, however it is not a requirement. While the person employed will work predominantly in the wellbeing team, there is space to work along the curriculum team to help drive school improvement.
Coaching in the classroom will be a significant part of this role.
SC1 Demonstrated expert knowledge of the Disability Inclusion process and Mental Health in Schools Program. Demonstrated ability to collect the necessary documentation for the Disability Inclusion Process. Demonstrated ability to support students and parents through this process.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
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.