AddressThank you for showing an interest in the advertised position at our school. Joining our school provides an excellent opportunity to join a dynamic, committed and motivated professional learning community. We are extremely proud of the culture and community that we have established.
Newbury Primary School is a government school located in the rapidly growing residential area of Craigieburn. The school opened in 2017 with 279 students and now has a student population of over 1200 students. The school is located at the intersection of Newbury and Grand Boulevard and caters for students in Years Prep to 6.
Over 80% of students identify as learners where English is an Additional Language and we provide a range of supports across the school to support them and their families including environmental print, a response to intervention approach to EAL tuition, an Arabic Multicultural Education Aide and connections with external support services. We are committed to promoting an inclusive culture that encourages and promotes an understanding of race, religion, ethnicity, sexual orientation, gender and identity within our school community.
Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences. We are guided in our work by the Framework for Improving Student Outcomes 2.0 and the Timperley Inquiry and Knowledge Building Cycle. Teaching staff work in Professional Learning Communities where they undertake guided inquiries to determine the focus of their work and achieve optimal student learning outcomes. The teaching areas in the main building are divided with quieter small group spaces that complement the connectedness of the classrooms. Flexibility is offered through a variety of diverse spaces, including break out spaces, reading nooks and areas for small group, whole group and individual instruction to better cater to the individual needs of students.
The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. Teachers use a range of student data to complete live planning and curriculum design to ensure the needs of students are met through a personalised approach. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour. Learning is supported through targeted intervention and development programs.
Student Wellbeing and Engagement is at the centre of all that we do. Calmer Classrooms provides the foundation to a safe, secure, educationally stimulating, calm and nurturing environment where effort is recognised and intrinsic motivation encouraged. A range of supports including social skill development, School Wide Positive Behaviours and Respectful Relationships are incorporated into everyday practice to reflect the school’s holistic approach to learning. We pride ourselves on being a Respectful Relationships Lead School.
All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Being able to quickly build quality, positive relationships with staff, students and families, is reflected in our values of community and respect.
Our Vision
To provide a dynamic learning community where all students are empowered to learn and achieve personal success.
Our Mission
At Newbury Primary School we are committed to creating a safe, secure, educationally stimulating, calm and nurturing learning environment underpinned by high expectations and the recognition of effort. We focus on the emotional, social and academic development of every student as an avenue of developing confident, creative, compassionate and informed citizens who are actively engaged in their community. The strong sense of community is evident in the continuous, honest and open dialogue between all stakeholders. Newbury Primary School has a commitment to zero tolerance of child abuse.
The core beliefs we advocate are:
•Student Wellbeing and Engagement is at the centre of all that we do
•A positive attitude to academic and social learning is essential
•Personal effort is to be recognised and valued
Our Values
The values that define our school community are:
Respect: Demonstrating care and consideration for ourselves and the feelings, opinions, belongings and expectations of others.
Integrity: Demonstrating honesty and trust through personal accountability and responsibility for our actions.
Effort: Demonstrating a positive attitude and the desire and determination to learn new skills, strive for improvement and be persistent.
Community: Demonstrating and promoting a sense of belonging, unity and connection that is strengthened by a clear understanding of the expectations of all members.
Joining Newbury Primary School
Joining our school provides an exciting opportunity for prospective employees with exemplary interpersonal skills and a strong commitment to working as part of our learning community to establish and embed the school’s values, culture and philosophy. We welcome dedicated educators who are open to learning and to being challenged to accelerate their professional growth.
As a new member of our community, you will be supported through a structured induction program, with a wide range of supports available to assist you in assimilating into our community.
Our school community is fantastically diverse with over 40 different language backgrounds being represented through our families and staff. We have a dynamic allied health community which includes a Student Wellbeing Social Worker, Student Wellbeing Counsellor and Mental Health Coordinator.
It will be an expectation that the successful candidate possess a strong work ethic and support the work of Principal Class in continuing to provide a positive, nurturing, inclusive and stimulating learning environment in our school.
If further information is required, prospective applicants can contact our school's office on 8691 6900 to speak with the Principal, Michelle Nunn.
Please ensure you read the key selection criteria carefully so as to address the correct requirements.
Applications should include a curriculum vitae detailing relevant qualifications and experience, responses to the key selection criteria, and the names and contact details of three professional referees
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.
We are seeking an energetic, dynamic and innovative Learning Specialist who will assist in developing teacher capacity while embracing and promoting the school’s values, mission and vision. The successful applicant will be committed to ensuring student needs are prioritised socially, emotionally and academically through personalised learning.
The Learning Specialist role will enable the successful applicant to work alongside the Education Executive and as a part of the School Improvement Group to further develop teacher practice and improve student learning, Wellbeing and Engagement.
The Learning Specialist will be in a classroom for three days a week and out of a classroom working with staff two days a week.
- Demonstrating high-level expertise in teaching and learning practice
- Demonstrating high-level expertise in supporting others to use a range of evidence to inform personalised planning and targeted teaching practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student evidence to inform teaching approaches
- Upskilling staff on assessment literacy
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
If you require further information, please contact the Principal Michelle Nunn on 8691 6900.
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 of Education and Training 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.
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
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
