AddressMordialloc Beach Primary School (MBPS) has had an increase in enrolments over the past few years now currently at 255. Our school is located in the beachside suburb of Mordialloc. Our primary purpose is to provide the best possible education for every student in an exciting, challenging and rewarding environment. We aim to be at the cutting edge of learning through a committed staff who maintains the highest standards of knowledge, skill and care for all students. Our school is now in the Influence category for outstanding academic achievement MBPS has a commitment to value add one year¿s growth or more to every student each year.
Our mission statement and values:-
DREAM BIG!
D = Determination
R = Resilience
E = Excellence
A = Ambition
M = Self-Motivation
We have a dynamic and energized staff who are passionate about improving learning outcomes for every student.
Whilst our focus is Literacy (Reading, Writing, Spelling, Grammar and Punctuation) and Numeracy, we certainly have a strong emphasis on other subject areas. We have two teachers trained as Math's Specialist Teachers, two teachers trained as Science Specialists and two teachers trained in IMSLE (Institute for Multisensory Language Education ¿ phonics training.) We worked closely with the University of Melbourne Network of Schools (UMNOS) and this provides us with rich professional learning activities with the very best experts in Literacy and Numeracy areas with explicit instruction by experts in their fields including John Hattie, Diane Snowball and Misty Adoniou. In Years F-2, we choose to use limited technology as we wish our junior students to socialize, play and learn to read and write. In Years 3-6, we have a Bring Your Own Device (optional) program and the devices are used to support parts of the program.
Every classroom has a well-stocked class library with a range of text types to grab the reader's interest and all rooms are set up to provide a vibrant learning space for students as they progress through the school. We have top quality Literature sets for each class teacher. This complements our fully equipped Library with a Library teacher, Visual Arts Centre and Performing Arts Program (Music, drama and dance). We also offer an Instrumental music program where children can choose which instrument they would like to learn e.g. guitar, piano, drums or violin etc. We have introduced French as our Language Other Than English to support our ties with Parkdale SC and Mordialloc SC who both offer French. Our outstanding Physical Education Program extends to after school clinics including cricket, basketball, soccer and tennis. Students in the senior school have the opportunity to participate in District Athletics, Swimming and Cross Country events as well as interschool sport.
Programs are innovative and unique: student driven sustainable vegetable garden, alfresco kitchen area and a focused student leadership program. Students who learn an instrument have the opportunity to perform in our student rock band. We also have a school choir and dance troupe. The environmental leaders that are selected look after recycling, rubbish and the chickens. Our chickens were hatched by the Foundation students and provide us with free-range eggs to use in cooking. We have a variety of spacious and shaded areas that are creatively landscaped and provide a safe and well-equipped play area for students. There is a synthetic turf oval and an athletics track, two adventure playgrounds, a fitness track, netball, basketball and down ball courts. Clubs and Extra Curricula activities include Robotics, Chess, Dance, Code Camp, Sports Clubs.
Our workforce comprises 26 staff members including Principal, Assistant Principal, and Learning Specialist, Tutor and 11 Classroom Teachers, 5 education support teachers and 3 specialists, 2 administration staff.
Mordialloc Beach Primary School is a high performing school as evidenced by our NAPLAN results. Our school is now in the Influence category for outstanding academic achievement. This is the highest rating given by the Department of Education.
As the school has grown over the past four years and our teaching profile has changed, we are now able to work in collaborative teams to ensure high levels of program delivery and student achievement. We provide children with rich learning experiences and assessment tasks in accordance with the Victorian Curriculum. All staff have undertaken professional learning with Misty Adoniou and Diane Snowball on a whole school writing and reading program and there was a whole school approach to our instructional practice and an agreed instructional framework for the teaching of Writing. The school continues to develop and embed a comprehensive program that provided all children with breadth and depth of experiences. ICT is incorporated into Year 3-6 school programs, with a particular emphasis on Literacy and Numeracy. Student resilience and wellbeing continues to be a focus throughout the school. We have strong Professional Learning Communities and use High Impact Teaching Strategies to enhance continuous improvement of teaching and learning.
Our Learning Specialist has recently trained in MacLit a comprehensive program designed to assist Tier 2 students from Years 4-6.
Our Tutor has been trained in the 'Little Learners Love Literacy' program and she works with students in need from P-3.
We prioritise learning design and make high impact teaching strategies accessible to teachers, building knowledge and confidence in their use.
- We have ensured all teachers have input into the planning of professional learning programs that reflect their individual and collective needs.
- We plan professional learning that incorporates different approaches and multiple sources of feedback (e.g. classroom observation, feedback from students, coaching and action research)
- Continuously focus on aspects of learning, pedagogy and curriculum
- The PLC professional learning program is evidenced by best practice for leading culture change, collaborative teams and the continuous improvement of teaching practice.
Individual Learning Improvement Plans (ILIP¿s) are developed for every child deemed 'at risk' or 'gifted' at Mordialloc Beach Primary School. We pride ourselves on 'early intervention' and providing support for students deemed 'at risk'.
The Respectful Relationships Program is part of our Positive Behaviour Strategies approach to a safe and orderly environment. Our student wellbeing program ensures that all children are treated fairly. Bullying and intolerance are not accepted. The standard of student behaviour at Mordialloc Beach Primary School is extremely high.
Our extensive Prep transition program includes our popular 'Pre School Club'. These are followed by some special days in Term 4, our orientation programs include the child meeting their teacher and meeting their Senior School Buddy. Our Year 5/6 students also go to the local pre-schools for modelled reading.
'Mad Science' lessons are prepared by our Junior School Coordinator for the pre-schoolers' when they come to inspire them to be excited about the start school and to develop a love for Science.
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.
