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Form of workAscot Vale West Primary School is situated in Melbourne¿s inner north-west in the city of Moonee Valley. In 2013 the school celebrated its 90th Anniversary. The school is bordered by residential housing on two sides with the Ascot Vale Leisure Centre and Victory Park on the third. The Royal Melbourne Showgrounds are located directly opposite the front entrance to the school.
The school population reflects the characteristics of the Ascot Vale community with its diversity of socio-economic and cultural backgrounds. A key strength of the school is the value placed by the school community on its multicultural mix. The school continually strives to build connections with its diverse communities through the work of the Primary Welfare Officer and Community Coordinator. Annual whole school events such as multicultural days, Fathers¿ Day celebration, school disco and the school concert provide opportunities for the community to work together to further build closer connections between home and school.
Whilst literacy and numeracy are our main focuses, the school community recognises and values the need to educate the whole child. Great value is therefore placed on student wellbeing and engagement. It is with this in mind that the school has recognised the need for a stronger focus on student involvement in decision-making including learning programs; the broader school environment and the importance of providing a quality specialist program to support and enhance classroom programs.
SC1
Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the implementation of Disability Inclusion funding program across our school.
SC2
Demonstrated ability to lead the planning and implementation of high impact teaching strategies and high impact wellbeing strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student growth.
SC3
Demonstrated exemplary ability to monitor and assess student wellbeing at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform staff practice and to provide feedback to stakeholders.
SC4
Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5
Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6
Demonstrated high level of organisational and time management skills to manage a complex workload. Demonstrating an ability to prioritise effectively, communicate in a timely manner & method with all relevant parties and to work interdependently with the Principal Class
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of Leading Teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, Leading Teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A Leading Teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Inclusion Responsibilities:
· Lead contact for Inclusion within the school.
· Support staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for the Tier 2 and Tier 3 students.
· Support students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for efficient transfer of information between all service providers.
· Participate fully in the School Improvement Team to support strategic direction of the school.
· Support the role of the Education Support Staff.
· Support the analysis of whole school student data.
Individual Education Support and Student Support Groups:
· Have oversight of IEP and SSGs across the school
· Use student data to guide and tailor the response to intervention, including how best to structure IEPs and modified programs
Professional Learning:
· Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs
· Deliver whole school Professional Learning to promote inclusive practices
· Undertake classroom observations to support teachers
Inclusion Process Responsibilities:
· Ensure all requirements are met for the Disability Inclusion Profile meetings
· Facilitate and attend all SSGs on a termly basis
· Liaise with Student Support Services and HWKC
Manage and maintain confidential stude
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
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.
