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Form of workThe school was established in 1850 and has served the Essendon community for 168 years. A full restoration and modernisation of the buildings was competed in 2017. The refurbishment provided increased learning spaces that can be configured according to different teaching and learning purposes, such as a video screen room, wet areas, project spaces and cooperative learning spaces. Currently there are 5 main learning areas in the school comprising of Foundation, Year 1/2, Year 3/4, Year 5/6 and Specialists. Our school grounds offer students opportunities to explore, socialise and be active. It includes passive play and seating areas, highly utilized sandpits and play equipment, a synthetic turf soccer oval and running track and basketball, netball and down-ball courts. The school also has access to Windy Hill football oval each lunchtime and for specific sporting activities.
A high demand for places has led to the endorsement of an enrolment ceiling of 475 students. Our student population is culturally and linguistically diverse which reflects the characteristics of the Essendon community. Over 22 linguistic backgrounds are represented at the school with Hindhi and Japanese being the prevalent language backgrounds other than English. Other languages spoken by students in our school include Arabic, Turkish, Mandarin, Cantonese and Urdu. The leadership profile consists of two Principal Class, the Business Manager, 2 Learning Specialists and 5 Professional Learning Team Leaders responsible for the 4 Year Level and 1 Specialist Teaching teams.
The Victorian Curriculum informs the development of Essendon Primary School’s curriculum and provides a solid foundation for students’ future learning. The school places a strong emphasis on the delivery of high quality Literacy, Numeracy and Integrated Inquiry Curriculum in a 21st Century learning environment with teachers committed to developing their skills through professional learning programs and coaching. As part of our ongoing commitment to achieving the highest standards we take into account individual student learning needs and circumstances, and regularly review and reflect on our progress and future direction. ELearning is integrated across the curriculum in order to support improvement of teaching and learning outcomes. As part of the school’s rich eLearning program a B.Y.O iPad program is in place for students in Years 5 and 6.
Teachers plan the curriculum in year level teams where the focus of a balanced and comprehensive program reflects best practice and provides students with a wide range of opportunities to develop thinking and problem-solving skills. Our students are developing a more sophisticated approach to their learning as teachers lead them through negotiated curriculum tasks and provide inquiry-based learning frameworks, including the use of the 1:1 i-Pad program.
Specialist programs are offered in Science, The Arts, Physical Education and Japanese. These programs provide outstanding opportunities for students to discover and develop their interests, talents and skills in these areas. A range of evidence-based strategies have recently been introduced to support the learning and development of our students with high potential. Extra curricula activities and opportunities for students include instrumental music tuition, mathematics competitions, Essendon Primary School choir, Essendon Primary School Rock Band, Code Camp holiday programs, Chess Club and Kelly Sports lunch time and after-school Sports program.
We foster a strong community spirit and take pride in being a learning community where teachers, parents and students continue to work in true educational partnership. Our students develop responsibility for their own behaviour and the choices they make, as well as a communal responsibility to assist their peers to do the same. The Positive Behaviour Support framework is used throughout the school with lessons emphasising the school values of co-operation, respect, responsibility and achievement. Students take up a wide range of leadership roles and actively participate in the Student Representative Council. Students are currently working with the Leadership Team on a Landcare Project. Parents are keenly involved in a wide range of school programs at all levels including fundraising, facility enhancement, School Council, and the Classroom Volunteer Program.
Further information about the school can be obtained from our website: http://www.essendonps.vic.edu.au including the following key documents
- Schools Strategic Plan
- School's Annual Implementation Plan
- Annual Report to the school community
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.
The Department of Education and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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.
