Location Profile
Willowbank Primary School opened in 2022 for all year levels, Prep to Year 6 and is located at 385 McGeorge Road, Gisborne. The school has a current enrolment of 375 students and facilities for a long-term enrolment of 500 students. The state-of-the-art school facilities include general teaching spaces and specialist facilities for music, science, food technology and physical education. The outdoor facilities include a soccer field, basketball courts, kitchen garden, a performing arts stage, play spaces and undercover areas. Willowbank Primary School's vision is to be an inclusive school community where everyone is empowered to achieve excellence. This vision is captured in our motto `Achieving excellence, together. We provide a safe and inclusive learning environment that inspires and challenges all members of the community to embrace learning and achieve academic, social, emotional, and physical excellence. Willowbank Primary School is committed to:
- developing a whole-of-school culture of excellence and inclusion.
- establishing a safe, inclusive, and supported learning environment that is conducive to learning.
- developing a professional learning community that is focussed on the continuous improvement of teaching and learning and takes a collective responsibility for improving student learning outcomes.
- implementing high quality learning and pedagogical practices that maximise the opportunities presented in our inclusive and contemporary learning spaces.
- developing a strategic approach to the professional learning of staff and the ongoing development of the school's culture of inclusion and excellence.
- delivering a high quality, student focussed, rigorous and relevant curriculum that meets the learning needs of all students.
- empowering learners to take ownership and be active participants in their own learning.
- building resilience and supporting students to be happy, healthy, and confident individuals.
- engaging with parents, carers, and the wider community as genuine partners in learning, striving to achieve the best possible outcomes for students.
- creating a community hub that links families and children to services and support.
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrated high level knowledge and exemplary skills to promote and facilitate inclusive education for students with diverse learning needs through the implementation of the Disability Inclusion funding model.
Role
Disability Inclusion Leader Role Description
- Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
- Play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
- Prioritise resources and time to identify and consider the needs of students with disability and additional needs
- Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP
- Ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs
- Ensure the student has a voice in setting learning targets during the IEP process
- Determine whether other students with disability and additional needs could benefit from an IEP
- Review school processes for student support groups, personalised goal setting and IEPs
- Build staff capacity to understand, develop and implement IEPs
- Collaborate with services working in the school to deliver adjustments to students
- Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
- Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
- Ensure parent(s)/carer(s) understand the importance of supporting learning at home
Responsibilities
- Work collaboratively with the Assistant Principal as a lead contact for Disability Inclusion within the school, for example for the Disability Inclusion Regional Implementation Team
- Promote the implementation of all elements of Disability Inclusion at the school
- Register students who require a profile meeting
- Respond to any requests from facilitators for additional information
- Ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
- Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
- Liaise with the school¿s Student Support Services key contact as required
- Where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings
- Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.
- Additional responsibilities as directed by the principal
Who May Apply
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.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Conditions of Employment
- 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.