AddressPurpose
Horsham Primary School is committed to providing an environment that ensures students will establish life-long learning skills and develop as confident, responsible, and resilient individuals who will make positive contributions to the global community.
The Horsham Primary School staff team is committed to making a difference in the lives of young people.
Values
The qualities we value at Horsham Primary School are:
Respect ¿ Treat others fairly, with consideration for self, others, property and the environment.
Tolerance ¿ Building relationships through a shared culture of cooperation and acceptance of diversity of all community members.
Excellence ¿ Continuously striving always to achieve your personal best.
Honesty ¿ Act in a moral and ethical way and be honest and sincere in what we say and do.
Responsibility ¿ Taking ownership of your choices, actions and their consequences.
Environmental Context
Community and Demographics:
The school is a dual campus P-6 Primary School with a combined enrolment of approximately 439 students.
Both campuses are situated in the North Eastern area of Horsham City.
The Student Family Occupation and Education Index (SFOE) is 0.5098. At the 298 Campus the SFOE is 0.4257 and at the Rasmussen Campus it is 0.6827.
The background of students is diverse with an increasing number of students from families with a language other than English (ESL) and a significant enrolment of Koorie students across the two campuses (approximately 11%).
The school staffing profile includes: 3 Principal Class, 1 Leading Teacher, 1 Learning Specialist, 15 Classroom Level 2 teachers and 13 Classroom Level 1.
There is a high level of parental and community support, with 2 active Parents & Friends groups who are dedicated to raising additional school funds.
Educational
The school is organized into learning areas which reflect the Victorian Curriculum. A collaborative learning environment is promoted with staff regularly planning together and engaging in professional discussions.
The school offers a comprehensive curriculum which includes the specialist programs Music, Physical Education, Auslan, Science & Technology and Art. There are a number of intervention programs conducted to support students learning which include STAP, Levelled Literacy, and Math Intervention Program.
A key part of the curriculum at the Prep level is the Australian Developmental Curriculum which is commonly referred to as Investigations. Maths Fluid Groups play an important role in the teaching and learning of Mathematics and this process incorporated throughout the school.
The school offers a wide range of extra curricula opportunities with 2 cultural performances being offered each year and a structured camps and excursion program.
On occasions the campuses combine for different events and this provides an opportunity to celebrate our school community. The school has two choirs (singing choir and signing choir) as well as a school band, and they are responsible for much positive publicity as they regularly perform at different community events.
Technology
Both campuses have extensive IT access. iPads are available for all students, with students in Yr. 4-6 have the option to participate in the one to one iPad program. Teachers are also provided with iPads and Apple TVs are in all classrooms to support the use of these devices.
The school uses the ICT technician as part of the DET Trained Services Support Providers (TSSPs), and employs and IT manager.
Television displays operate in all classrooms with teachers and students having wireless access to the internet and school server throughout the school. The use of Google Apps for Education is becoming important in the way staff and students collaborate and use online resources.
Environmental
Both campuses are unique to their setting with continuous maintenance and upgrades occurring throughout the years.
The 298 Campus is the larger of the two campuses with an enrolment of approximately 300 and approximately 20 general purpose classrooms. The classrooms are a combination of traditional and open plan learning environments. The multipurpose gymnasium is a fantastic facility which is regularly used for Music and Physical Education sessions but also special events. The grounds provide plenty of space for children¿s play with a variety of play equipment available to students.
The Rasmussen Campus has an enrolment of approximately 130 and this has grown steadily in recent years. There are 6 general purpose classroom spaces with most promoting open plan learning. In 2020 a state government funding building upgrade saw a partial demolition of `Block A¿ and two new classrooms and an Art room being installed. This was a greatly appreciated and much needed upgrade to the campus. The gymnasium is a terrific facility which is regularly used for a range of activities. The grounds at Rasmussen also provide plenty of space for children¿s play with a variety of play equipment available to students. The Rasmussen Campus supports two significant DET programs by providing workspaces for the Local Administration Bureau and the Cases Training Centre.
Future Direction
A Strategic Plan for the years 2020 - 2023 outlines the strategic intent and planning for the next four years. This plan will be developed and finalised in the first term of the year. The implementation of the Strategic Plan will be reflected in the 2022 Annual Implementation Plan.
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
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria:
- A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:
- $25,000 (before-tax) if the position is for a school located within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or
- $50,000 (before-tax) if the position is for a school located within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- $10,000 (before-tax) annual retention payments (pro-rata based on 1.0 FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
Eligibility for Targeted Financial Incentive (TFI) program payments:
- The successful candidate must be a new employee to this school.
- The successful candidate is committing to a minimum of 2 years of employment at this school.
- The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
- Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.
- The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
- The successful candidate does not at present ordinarily reside within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at https://www.vic.gov.au/targeted-initiative-attract-more-teachers
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.
