Address
Form of workBerwick 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 Behavior 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 :
1 AP- Wellbeing
1 AP- Curriculum
3 LTs- Inclusion, Literacy and Numeracy
3 LSs- Data, High Abilities and Learning Support
As well as additional leaders in Community Engagement, Science and Technology, ICT
8 PLC Leaders
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 (PLC¿s) 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 ¿ 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.
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
In your application, please provide the name, position, location and contact phone number of three referees. Where possible please include your name on each page of your application and KSC response.
Applications can be submitted directly on Recruitment on Line, or mailed by post to:
Chairperson
Selection Panel
Berwick Fields Primary School
35 Gwendoline Drive
Berwick Vic 3806.
*Please mark it confidential.
I look forward to receiving your application.
Yours Sincerely
Bec Dierickx
- 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.
