Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1496444
Exford Primary School is situated in a semi-rural setting, which provides a safe, happy and friendly learning environment, which promotes pride, warmth and a sense of belonging. Our enrolment at Census is 331 students 2025 school year.
2025 saw the completion of our long-anticipated School Upgrade: we have completely rebuilt the school. We now have new Administration building, 19 new classrooms across the Junior and Senior Learning Buildings, an Art and a Music Room. The renovation of our BER building is also complete, creating a new Library, Science classroom and a Food preparation space. Our new Gymnasium, landscaping, new playground spaces and sports field have been in use from the start of the 2025 school year.
Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children. The results of our Staff Opinion survey are consistently high across all indicators, with a strong sense of culture, team work and support for each other.
Our two Learning Specialist teachers work closely with our teaching staff in our continuing focus on professional learning and supporting our Professional Learning Teams. Our teachers plan together in PLTs, with a dedicated two hours devoted to this work (protected through our timetable using non-teaching time based on our local agreement). The PLT Leader (remunerated position) and the Learning Specialist work together to support the team¿s curriculum planning and professional learning. Our Leadership team provides feedback and coaching to all our classroom teachers. This is an important element of our school¿s professional development and growth opportunities for our teaching team and links with our Performance and Development culture.
We implement a successful Inclusion Program catering for students with a range of learning needs and disabilities and have moved from the Program for Students with Disabilities to the Disability Inclusion Program in 2024 and have begun its implementation.
We offer OSH Club, providing Before and After School Care at our school. We have a real focus on environmental sustainability at our school, in which the children play a leading role.
At Exford Primary School we actively foster an environment where the partnership between staff, parents and students is highly valued, with children at the centre of our thinking and our actions.
We support our students to demonstrate our school values of Respect, Kindness and Personal Best. Our school values are an intrinsic part of our school community and we instil high expectations for all of our community members, children and adults.
Exford Primary School is committed to educational excellence and the development of a caring and stimulating environment:
1. Students are encouraged to share the responsibility for their own learning, enabling them to reach their full potential.
2. We value and actively promote partnership between parents and the school community.
3. Learning experiences are structure to meet students¿ individual differences with achievements being recognised, promoted and celebrated.
4. Each child is encouraged to develop social skills, independence, self confidence, consideration and respect for others. The school promotes an awareness of consequences for actions.
5. Curriculum and teaching responds to the ever-changing needs of the world in which we live.
Exford Primary School provides a comprehensive and rewarding curriculum that strives to meet the needs and interests of individual students. It provides a friendly and secure environment for its students, staff and parents.
Please contact the Principal on [email protected] for any enquiries.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated commitment to collaborating and planning with colleagues and the school's leadership team as part of our school's Professional Learning Team approach.
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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.
Eligibility for incentive payments:
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
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.