AddressAt Narre Warren North Primary School we believe that all children have the ability to learn. By providing an environment that is stimulating, safe, happy and positive, we foster the learning potential of our children. We will develop a high standard of literacy and numeracy, by encouraging inquiring minds and effective communication skills. Our students will be encouraged and challenged to fulfill their academic potential, develop self-discipline, self-esteem and become independent learners.
Our school¿s vision is to prepare young people to become active, engaged and responsible citizens of the local and global community. It aims to prepare students to live in a dynamic 21st century in which creativity, cooperative work, connectedness to the world and adaptability are key features.
At Narre Warren North Primary School we enact this vision by giving our students a grounding in the `4 Pillars of Learning¿ needed to be successful in life:
Learning to Know - being literate and numerate and being able to expand knowledge to understand the world and act effectively in that world.
Learning to Do/Apply - being able to use ICT effectively and to build knowledge of digital literacies, being able to put into practice the necessary skills learned in all curriculum areas to everyday life and developing qualities such as communication, teambuilding and problem solving skills.
Learning to Live Together - celebrating and valuing diversity; showing mutual respect, empathy and concern for others and the world we live in through the development of social skills and restorative practices.
Learning to Be - living the important values in life including our school values to assist students in having the personal resources and intellectual tools needed to understand the world and behave as fair-minded, responsible human beings.
The Narre Warren North Primary School community values respect, honesty, resilience, responsibility and persistence.
Narre Warren North Primary School is located in the City of Casey, 35km south-east of Melbourne. From its foundation in 1877, Narre Warren North Primary School has enjoyed a strong sense of community spirit as evidenced by second, third and fourth generation families attending the school. The school has an enrolment of 346 students.
Narre Warren North Primary School believes that students are at the core of its ethos and culture. The current school vision is enacted through a supportive learning community where all students are motivated and challenged to take responsibility for their own learning. The school motto is `We Can¿, the aim being for all students to reach their full potential.
Teachers plan together in level teams to develop curriculum units based on the Victorian Curriculum, with Literacy and Numeracy seen as the foundation of all learning. Our programs cater for a range of individual student needs and we use Inquiry Learning as our method of curriculum delivery, allowing students to actively investigate significant questions about the way the world works.
A comprehensive eLearning program supports classroom programs. We have a 1-1 ICT program in Grades 1 to 6 and the Junior school have access to laptops, Chromebooks and iPads. We are a Google Apps for Education school.
Specialist programs include Visual Arts, Physical Education, Science/STEM and Auslan. To support and enhance the curriculum, the school offers a variety of programs and opportunities to develop and showcase individual student interests and talents, including Family Life, Life Education, Perceptual Motor Program, Kinder-Prep and Year 6 to 7 transition programs, Sport, Camps, Swimming, Interschool Sport, excursions and in-school visits, Parent Education programs, buddies, Show Day and Clubs. The school caters for a range of students with special needs, and has a Literacy Support Program in place for students at risk. Further opportunities for students are provided through support and extension programs.
Student Welfare is recognised as vital for productive learning and a comprehensive Social and Emotional Learning Program is in place. A Chaplaincy program is in operation two days a week to support our school community and plays a key role in helping children cope with the challenges and stresses of life. The Resilience Project has been implemented. Positive reinforcement is a feature of the school and student achievement is regularly recognised and acknowledged. Student Leadership programs, including School Captains, House Captains and Junior School Council, are highly valued.
As a school community we actively promote the safety and wellbeing of students, with all staff committed to providing a child safe environment, recognising and inclusive of the needs of all children, particularly students who are vulnerable due to age, family circumstances, abilities, or indigenous, cultural or linguistic background. In accordance with our legal obligations, including child safe standards, we are committed to protecting students from abuse or harm in the school environment. Further information regarding our school¿s Child Safe Policy and Staff Code of Conduct is available on our website.
School Council, Parents¿ and Friends¿ Club and the broader school parent community are committed to maintaining and improving the school, its facilities and equipment for the benefit of the students. Many hours of volunteer work are contributed to fundraising.
Community involvement in the school is strongly encouraged and is an important component of the school. There is strong parental involvement in a variety of school programs, particularly in Literacy support, camps and sporting events. The school has approximately 100 parents with a Working with Children¿s Check who support school programs.
Narre Warren North Primary School is committed to child safety and establishing and maintaining child safe and child friendly environments where all children are valued and feel safe.
We have zero tolerance of child abuse, and all allegations and safety concerns will be treated very seriously and consistently through our policies and procedures.
We support and respect all children, as well as our staff and volunteers. We are committed to the cultural safety of Aboriginal and Torres Strait Islander children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for vulnerable children and children with a disability and in out of home care.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The Classroom Teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the Classroom Teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The Classroom Teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the Classroom Teacher gains experience his or her contribution to the school program beyond the classroom increases. All Classroom Teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 Classroom Teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 Classroom Teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
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.
The role of Classroom Teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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.
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.
