Springvale Rise Primary School - Springvale, VIC
Springvale Rise is a dual-campus Primary School of approximately 535 students from rich and culturally diverse backgrounds. The school has a family profile of high EAL / low socio-economic / high mobility - with over 58 nationalities represented in our school community. The school – in partnership with the Scanlon Foundation – provides a Community Hub based on both campuses where parent programs are offered, usually without cost, catering for parents in the school community who wish to extend their skills and interests, and connect with other families.
The school structure of 26 home-groups are organised into Learning Centres with teachers operating in Foundation, Junior, Middle and Senior Learning Centre Teams. The key focus of the school is to provide every student with Personalised Learning programs based on the authentic analysis of data, where digital technologies are naturally integrated into all learning and where Student Voice is interwoven throughout the school.
Our school is committed to providing a secure, supportive learning environment that encourages all students to participate confidently and robustly in their learning – where all students have Personal Learning Goals and are constantly striving to achieve them. Students are encouraged to function independently and cooperatively within the school and the wider global community while demonstrating respect for one another and the environment. The school currently offers the Specialist Programs of Visual Arts, Physical Education-Sport, Music and LOTE [Vietnamese].
The school has a strong commitment to providing exemplary Personalised Learning programs for all students where the greater part of the SRP is allocated to staffing, to ensure smaller class sizes and extra trained support staff to enable smaller, like needs Literacy and Numeracy Workshops during dedicated teaching blocks.
The timetable is structured to lock-in a two hour Literacy Block and a one hour Numeracy Block every Monday, Tuesday and Wednesday morning across the campuses which incorporates all Specialist Teaching staff into the Learning Centres as Support Workshop teaching staff during this time.
At Springvale Rise – all students experience an intimate and caring environment where each child is known comprehensively through extensive assessment, monitoring and routine Teacher Advisor sessions where teachers are released to meet with each child one-on-one to ensure that our they are able to monitor, optimise and enrich each child’s learning journey.
All programs are supported by Integration Aides, and Multi-Cultural Education Assistants and a strong liaison between school and parents is nurtured through translated notices, newsletters, interpreting at parent / teacher interviews, parent review evenings, information evenings / days and general day-to-day enquiries.
The school values of Respect, Responsibility, Co-operation and Integrity are embedded into the school culture and the Code of Conduct reflects that the school is committed to consultation and democracy in decision-making and has an administrative structure that is based on clear procedures, documented policies and representative committees.
The school is seeking a Leading Teacher who is committed to enhancing the school’s commitment to providing a learning environment where students are at the centre of all learning, where they have input into that learning which best places them to be able to experience success and fully engage in lifelong learning in a global and technological community.
Please contact the school to organise a school tour.
SC1 Demonstrated high level understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of these areas.
SC2 Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning.
SC3 Demonstrated high level ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.
SC5 Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.
SC6 Demonstrated high level understanding of Student Engagement, Inclusion, Health and Wellbeing initiatives and the ability to lead the Program for Students with Disabilities across two campuses.
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:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
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