AddressNorthcote Primary School is located on Helen Street in the inner northern suburb of Northcote, Melbourne and was first opened in 1874. Over our 150-year history, the school has evolved into a place where community matters. Northcote Primary School is known for its strong sense of community connectedness, and we are a welcoming school. Strong relationships are the hallmark of our school ¿ among students, parents, staff and within the Northcote community. The wider Northcote Primary School community are seen as partners in providing a unified purpose and direction for achieving a quality education for every child and our students achieve academically. We are proud of our teaching and learning approach and the high standards we set for our staff and students and are committed to continuous improvement across the school.
At our school, we are driven by a powerful vision, ¿Together we create an environment where every student thrives.¿ This vision is more than just words, it is a commitment that guides every aspect of our school. It is captured in our school motto, ¿Collaborative learning in a community that cares.¿ These words underscore our belief in our core values of Respect, Collaboration and Community-mindedness. These values are not merely aspirational, they serve as guiding principles that shape the daily experiences of our school community which promote safety, caring attitudes, quality relationships, consultative decision-making, and high educational standards. Additionally, our five guiding pillars- inclusion, creativity, community, sustainability, and technology and innovation- inform our decisions about what is important and the way that we work. Considered altogether, our school¿s vision, motto, values, and pillars are interwoven, creating a vibrant tapestry that defines who we are and how we approach education.
Our school offers a range of specialist and extracurricular programs including language education in Italian, Visual Arts, Music, Health and Physical Education, interschool sport, choir, instrumental music tuition, student agency, leadership and voice, Buddy Program, Lunch Clubs, Camping Program, incursions and excursions, and an Out of School Hours Care Program. Technology is a core part of the educational program at Northcote Primary School and a core element in classrooms and learning spaces, which includes interactive whiteboards, laptops and iPads and other devices to support learning programs.
Refurbishments to the original traditional classrooms, created modern, flexible learning spaces that provide the environment to transform the teaching and learning practices in our school, this allows us to be an innovative leader and far more suited for today¿s teaching and learning needs. While the school retains the original Victorian and later Edwardian heritage brick buildings on the outside, inside, classrooms are equipped with everything that a 21st century learner could need to get the best possible educational experience.
We have developed a comprehensive program and service structure for students with additional and complex needs including participation in the Victorian Student Excellence Program and support for students with disabilities (PSD) and students at risk. This has been expanded in recent years to include a greater focus on the wellbeing and engagement of each student and to ensure that as a school we are committed to supporting the whole child.
In 2023 the school underwent it¿s four yearly review and set the goals, targets and strategies for the next strategic plan which concludes in. Over this time the school goals will be:
Goal 1. Learning- To optimise learning growth for every student in Literacy and Numeracy. This includes work on establishing a whole school instructional model, developing a guaranteed and viable curriculum, and refining whole school PLC practices. This will include a focus on assessment to drive differentiation of learning.
Goal 2. Engagement- To develop a positive culture with high levels of engagement and wellbeing. This will include establishing whole school behaviour expectations and defining learning habits and dispositions.
Applicants should include a curriculum vitae detailing relevant qualifications and experience, responses to the selection criteria, and the names and contact details of three professional referees. Following receipt of your application and shortlisting process, you may be contacted for an interview.
For any enquiries, please call the schools office to speak with myself or you can email at ***********@education.vic.gov.au
Thank you again for your interest in the position available at our school.
Yours sincerely,
Shaun Wells
Principal
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.
SC6 Demonstrated knowledge in a high performing professional learning communities (PLC) to build teacher expertise in support of improving student learning growth.
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
