AddressBerwick Fields Primary School is situated in the southeast growth corridor of Melbourne in the very fast growing municipality of the City of Casey. Berwick Fields is part of the Casey Central network, within the South East Metropolitan Region. In 2024 we have 931 enrolled students. Students come from within, and outside the local area, attracted by the school's positive culture and reputation.
Our vision statement is Berwick Fields Primary School is striving to build an involved community. One that fosters the achievement of personal best. One that makes a difference to others. To achieve this we aim to engage members in innovative and meaningful learning experiences. Within, a welcoming and friendly atmosphere and where care for the environment is demonstrated.
Berwick Fields also strives to foster dispositions, skills and deep understandings, enabling students to adapt to change and become effective members of the community. Great emphasis is placed on caring for the students, staff and parents by providing an environment that is safe and secure; recognizing and rewarding achievement and personal effort, in line with the School Wide Positive Behaviour program. To foster this environment, we promote our school basics as being safe, respectful and responsible.
Our foundation students, staff and parents collaboratively identified the values of respect, cooperation, friendliness and enthusiasm which continue to be an integral to fostering a positive and inclusive relationships. Respect has been defined by community members as being `caring and thoughtful of others and the environment around us. Cooperation is seen as `working together as a community to achieve a desired outcome, under all circumstances. Friendliness is to `look out for each other, learn about each other and make sure everyone is `ok. Enthusiasm is to be `excited and passionate, day to day.
Our school community has defined what learning and teaching should look like at Berwick Fields. Through a considerable amount of collaborative research and professional conversations, our Philosophy of Learning has been defined as:
'Learn for Life
Discover your passion.
Take responsibility.
Inspire each other to grow.
Find your place in the world'.
Our current leadership structure includes the following :
3 APs Learning and Wellbeing
4 LTs Disability & Inclusion, Literacy, Numeracy and Wellbeing
4 Learning Specialists
As well as additional leaders in Community Engagement, Science and Technology, ICT
8 PLC Lead Learners
8 PLC Wellbeing Leaders
In 2023 and 2024 Berwick Fields PS will be part of the Primary Mathematics Science Specialist (PMSS) initiative with the release of an additional 2 0.5 teachers leading the initiative with the Numeracy LT.
Operating in Professional Learning Communities (PLCs) our staff collaboratively plan learning in conjunction with our identified best practices, enabling learning that is well structured, deep in design and true to our philosophy.
The school offers a wide range of stimulating learning experiences including a physical education program, environmental education (incorporating the Stephanie Alexander Kitchen/Garden program), visual arts, performing arts, design technology and Mandarin. An intervention program also supported students from years Prep to 6 to improve their literacy and numeracy capabilities.
The school community is seen to be highly involved with the participation of parents strongly encouraged. Parents assist in classroom and specialist programs, School Council, fundraising and the maintenance of the facilities and grounds.
SC 1 Educational Leadership
- Outstanding capacity for visionary and exemplary educational leadership of a school.
- Highly developed skills in leading and managing change including the leadership of others in the process of change, with a particular focus on consistent schoolwide implementation.
SC 2 Financial, Managerial and Administrative Ability
- Outstanding financial, organisational and resource management skills.
SC 3 Planning, Policy and Program Development and Review
- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
- Demonstrated ability to implement Department policies to a high level.
- An understanding of, and a commitment to, the use of learning technologies for students and staff.
SC 4 Leadership of Staff and Students
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- 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.
- Highly developed capacity and commitment to lead a professional learning community through the use of data to improve student learning outcomes for all students.
SC 5 Interpersonal and Communication Skills
- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
- An ability to work with families to develop strong learning environment.
SC 6 Whole School Programs
- Demonstrated capacity to lead whole school programs to support student engagement and/or student learning including:
i. The ability to develop positive relationships with staff, students and the broader educational community
ii. The ability to develop a consistency of approach, with clarity, collaboration and shared agreements
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
Please contact the school on 8786 9988 for a tour.
- 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.
