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Form of workChurchill Primary School (CPS) is situated in the heart of Latrobe Valley and is located 160kms east of Melbourne. The school was established in 1967 to accommodate the large number of families coming to and working in the local power stations. The school has a current enrolment of 190 students. In 2024 our school has 35 staff members: 2 principal class, 1 Learning Specialist, 1 Inclusive Practice Leader, 10 classroom teachers, 4 specialist teachers, 12 classroom-based Education Support (ES) staff, 1 intervention ES, 1 primary welfare officer and 3 administration ES staff.
During 2025 the school structure is expected to be comprised of ten classes. Each team will be led by a PLC leader. Specialist areas will be PE, ART, ICT and Science. The expected enrolment numbers for 2025 is 210 students.
The majority of students are from the local neighbourhood. The school population can fluctuate due to the transient nature of parts of the community. The school has a SFO ratio of 0.69. Approximately two thirds of families are eligible for the Camps, Sports and Excursion fund.
Our reading model is based on ¿The Top 6¿ key components of reading instruction which aims to improve literacy levels by ensuring all students receive effective, evidence-based reading instruction based on the Science of Learning. At CPS teachers explicitly teach phonemic awareness, phonics, fluency, vocabulary and comprehension.
Explicit direct instruction is the school¿s instructional model and teachers incorporate the use of High Impact Teaching strategies to enhance student¿s engagement, outcomes, and voice.
Our core value statement: Kind Positive Learners underpins all that we do. We celebrate the efforts of our students, their passions and their achievements and recognize that students bring different knowledge and life experiences to new learning. We strive to develop socially responsible individuals and foster a community of life-learners. CPS is one of a number of Berry Street Education Model schools which supports all students to feel safe, valued and be ready to learn.
EXTRA INFORMATION
Hazelwood Estate Campus is situated 5km from the main campus. The campus has two classrooms and large grounds and is set amongst rural farmlands.
Hazelwood Estate FLO caters for students from across the Latrobe Valley, who are at risk of disengaging from education due to dysregulated behaviour, complex mental health needs or trauma. The school is overseen by a Governance Group set up from the Latrobe Valley Principal Network Board. The students attend the school for three days a week and are collected from their base school by the school¿s bus. The teachers at Hazelwood Estate provide outreach for the students at their base school on the other two days and work collaboratively with families and agencies.
The school uses the Berry Street Education Model, Zones of Regulation and explicitly teaches prosocial skills. The program has a strong focus on teaching literacy and numeracy. The school has the capacity for up to 10 students a semester with small staff to student ratios. The school also provides an outreach program for students when they are at their base school.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or courses of study
- Teaching an area of the curriculum or a general curriculum to a year level
- Monitoring, evaluating and reporting student progress in key learning areas
- Implementing strategies to achieve targets related to student learning outcomes
- Maintaining records of class attendance and recording student progress
- Implementing effective student management consistent with the school charter.
- Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and welfare programs
- Contributing to a range of co-curricular programs
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
- have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
Eligibility for incentive payments:
- The successful candidate is committing to a minimum of 1 year employment at this school
- The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
- The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
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.
