AddressAre you agile in your thinking, have a high work ethic, great sense of humour, love to work as part of a team and willing to learn? Then we are looking for you. Are you driven by creating something new, leveraging the expertise you already have?
Welcome to Garrang Wilam Primary School, an exciting new school that opened in 2021, located in Truganina. Garrang Wilam (pronounced: gar-rang wil-um) is taken from the Woi-wurrung language, as spoken by the Wurundjeri people, and means `eucalyptus home¿. Our logo means elders and students focused together, and encourages us to `dream big¿.
Vision
Our students excel in the vibrant, positive and connected community we create together.
Mission
We invite all students to come and learn, to belong and work collaboratively in their pursuit of learning. Our people are invested in deliberate practice to create a community that truly makes a difference. Our community will develop over time through shared experiences and an aligned focus on what matters; learning.
Values
A respect of all cultures and beliefs is an essential characteristic of global citizens, thus we live by a set of values that underpin this. We want our students, staff, parents and community members to show;
Together
Focus
Strength
Lead
The success of our outcomes is due to our collective approach to
Positive education
High expectations
Clear instructional framework for teaching and learning
Using evidence and research to make decisions
Partnerships
Our goals
Building practice excellence
Setting expectations and promoting inclusion
Connecting schools
Our imperatives are
Safety, people, culture
Organisational capacity and capability
Consistent teaching and learning framework
Our Metrics
Student achievement, student voice, goal development and wellbeing outcomes
Parent opinion and contribution
Staff development and wellbeing
Teaching and Learning
The instructional framework at Garrang Wilam Primary School is informed by the Gradual Release of Responsibility (GRR) model Fisher & Frey. Framed around the Workshop Model and consistent with the Gradual Release of Responsibility (Duke and Pearson 2002), the work of Cris Tovani and Lucy Culkins builds a structured evidenced-based approach for teaching and learning.
The Pedagogical Model is
aligned with the Victorian teaching and learning model that incorporates the vision for learning, practice principles and HITS
focused on teacher practice as the main contributor to improved student learning outcomes
improvement-focused to assist teachers with their professional learning, including designing their PD goals
adaptive and can be modified to fit subject contexts
implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO.
Pedagogical approaches include:
Readers workshop model
Writers workshop model
Numeracy proficiencies
Inquiry approach to integrated learning
For more information please see our website http://garrangwilamps.vic.edu.au/
A focus on Digital Learning, The Arts (Visual and Performing), Digital Technology and Physical Education will be integral to the additional learning provided for our students. Students have access to the latest technologies; including iPads.
Teams of teachers are given time to work and learn together focused on student data and high impact teaching strategies during weekly Professional Learning Community cycles of inquiry. The focus on professional knowledge and practice through feedback and goal setting during the performance and development process ensures all members of staff are continually growing and learning. We are seeking a combination of expert, accomplished and graduate teachers who will deliver a challenging and stimulating curriculum.
A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. All community members of our school behave in ways that build a positive and vibrant school culture that focuses on wellness and learning. We will use the School Wide Positive Behaviour Support framework to drive our approach to positive education.
Learning Spaces
The school includes an administration building, two learning neighbourhoods (19 classrooms), a gymnasium complex, outdoor courts and sports fields. Inside the administration building houses a large library, first aid facilities, visual arts space, space for science/ technology and food technology space,titled the `Culinary Haven¿.
There is enough room to accommodate between 480- 520 students in these buildings. The site has also been planned to accommodate a peak enrolment larger than 525 and have allowed for portables to be onsite without compromising any dedicated play spaces.
The gymnasium complex includes a stadium quality basketball/ netball sized gymnasium with tiered seating, an outstanding music facility which doubles as a stage for the gymnasium. There is also a canteen and change room facilities and an extensive foyer. It is anticipated that these facilities will be utilised for community usage including a shared arrangement with local sporting clubs to ensure sport can be accessed onsite after school.
Teaching spaces at Garrang Wilam Primary School allow learning communities to teach in a variety of ways to ensure peer to peer student and adult learning, as well as a high level of student voice and agency. Spaces have been designed to ensure a mix of explicit, collaborative and independent learning opportunities occur on a daily basis. Some spaces are built fit for purpose; for example the storytelling and presentation area, where others are flexible in design to meet the needs of the inhabitants.
The extensive outdoor spaces include hard courts, full sized grassed football oval, outdoor stage, nature play with a dry creek bed, agility playground and an extensive carpark.
Our community will develop over time through shared experiences and an aligned focus on what matters; learning.
We welcome you to come and join us to build an extraordinary educational experience for all.
To find out more about Garrang Wilam Primary School please contact the Founding Principal, Carly Corr on 0409 439 *** or at **********@education.vic.gov.au
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
The responsibilities of this position will be:
· Provides routine support for teachers including assisting with planning of student routines
· Supports communication between teachers and parents
· Communicates with teachers on routine matters related to students and/or other responsibilities
· Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
· Communicating with student/s to support comprehension of basic tasks and information
· Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
· Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
· Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly definEd Support needs and resources, assisting teachers with the communication of student outcomes and educational programs
· Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
· Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.
The Department of Education (the department) 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@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
- 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
