AddressEastbourne Primary School provides high quality and engaging educational programs that encourage opportunities for success. We promote positive values within a safe, supportive and caring environment. As a school community we value Respect, Collaboration, Community and Learning.
We are achieving sound improvement across all levels and in all curriculum areas through a dedicated caring staff. We have many innovative, engaging programs that cater for a diversity of student needs with a strong emphasis on personalised teaching and learning.
Our excellent facilities include a well resourced library, multipurpose room, kitchen and computer laboratory. These are complemented outdoors by our integrated garden art and the large playing areas, vegetable garden and play pod. Our Recreation Centre caters for skills based physical education, Perceptual Motor Program, our musical performances and many community user groups.
Our Out of School Hours Care program is of high quality.
The School Council and the Parents and Friends Group, work harmoniously with the school community to continue to improve our student's quality of education.
Eastbourne Primary School is proud that our students are performing at or above the predicted range in student learning across the curriculum.
The school is committed to child safety. We want children to be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers.
We have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently. We have specific policies, procedures and training in place that support our leadership team, staff and volunteers to achieve these commitments.
We have legal and moral obligations to contact authorities when we are worried about a child¿s safety, which we follow rigorously.
Eastbourne Primary School has a clearly outlined whole school student management process based on consistency, strong teacher/student relationships and a developing Restorative Practices model.
We continue to make sound progress with the students in the Program for Students with Disabilities through our strong partnership with parents and our term meetings.
The 'You Can Do It" program has been in operation for over 10 years. It provides a foundation for good work habits, sound organisation skills and expectation of behaviour for all students.
This program and many others underpin the stimulating and nurturing environment our school community provides.
Student input into decision making is strongly supported by fortnightly student leadership meetings and participation of students on our School Council.
Student wellbeing and engagement will also be further supported through our:
*Chaplaincy Program
*Healthy lifestyles focus
*Strong links with community organisations
*Expressive Therapies
Eastbourne Primary School provides all our students with sound transitional programs based on excellent rapport and communication with surrounding preschools and secondary colleges.
Our Foundation transition program involves a 16 week induction to prepare students for their first year of school.
We also offer an excellent transition program throughout the school during the year for all year levels with our 'Buddies' and our Multi -aged Days.
SC 1. Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC 2. Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
SC 3. Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
SC 4. Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
SC 5. Interpersonal and communication skills
(i) Highly developed interpersonal and communication skills in individual, small group and community contexts.
(ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
(iii) An ability to work with parents and the community to develop a strong learning environment.
The assistant principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Typically, assistant principals perform one or more of the following functions:
- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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.
- 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.
