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Form of workGlenroy West Primary School was built in 1958 and is located in Glenroy 16km north of metro CBD. There are new facilities and large grounds that provide for active and positive play, adventure playgrounds, kindergarten and native gardens.
Glenroy West Primary School received $18.12 million to upgrade and modernise the school, including new facilities for an additional 200 students to meet enrolment growth for the 2023 school year.
Glenroy West Primary School is a kindergarten to year 6 school and has a history of excellence in education. This school is very well regarded by the local community and has always had a reputation as an excellent Victorian Government school due to high expectations for both teaching, learning and behaviour. The school has a proven record of achieving high academic standards of education.
The school currently has 345 students with an expected increase in future enrolment to 550 students.
Glenroy West Primary School is an authorised IB (International Baccalaureate) World School for the Primary Years Programme (PYP).
The student population is diverse with thirty languages represented at the school and 65 per cent of students coming from a home where English is not the main language. Our EAL (English as an Additional Language) student population is increasing, and the school has a SFO index of 0.7081. The school has two kindergartens on site which is called York Street Kindergarten operational from 2014 under the banner of the Northern Schools Early Years Cluster. The York Street Kindergarten has an excellent educational program for both three- and four-year-old. There is a strong link between the school and kindergarten to ensure a seamless transition in the Early Years.
The curriculum provides explicit Teaching and Learning in literacy and numeracy based on the Victorian Curriculum. The school provides an inquiry-based authentic approach to Teaching and Learning, where literacy and numeracy are embedded. As part of the PYP program a learner profile with a set of attributes and ideals that aim to inspire, motivate and focus learning in the 21st century is promoted.
Specialist programs include Physical Education, STEM, Music and LOTE (Spanish). EAL is provided for students who meet the criteria and tutoring support for these students who require intervention in both literacy and numeracy.
The school offers extra Homework Club as an extracurricular subject and the High Ability Program is also offered for students requiring extension.
Our staff is highly trained, dedicated and professional in upholding high academic, social and personal standards. They constantly strive to ensure that students access The Primary Years Programme (PYP-IBO) curriculum that is both personalised and rigorous. As an accredited IB World School, all teaching staff receive professional training to ensure the programme is delivered consistently at a high level across the school.
The school implements the Kath Murdoch model of inquiry linked to the PYP from Foundation to Year 6. We adopt a forward-thinking approach to curriculum development and delivery so that all students will be engaged in a curriculum that prepares them for their future. We emphasise personalised learning, goal setting for all students, EAL program, literacy and numeracy intervention at the school for those students who require the foundations for language acquisition and further individualized learning plans from Prep to Year 6.
The school has an ongoing focus on developing open teaching spaces by linking pedagogy to practice. All classrooms have interactive whiteboards installed, a one-to-one iPad program from Grades 3-6 with a strong focus on Teaching and Learning.
The focus continues to be on 21st century learning with the use of flexible learning spaces, teacher practice and working collaboratively with other schools in the Merri-Bek Hume Network in partnership and across the wider system.
The school is excited about the future as we will work together to continuously improve the quality of Teaching and Learning to achieve high standards of education for all students.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrating specialist leadership in Disability Inclusion with a proven ability to observe, evaluate and deliver feedback to staff in classroom practice to improve educational outcomes.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality Teaching and Learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality Teaching and Learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in Teaching and Learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in Teaching and Learning within the Teaching Service.
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in Teaching and Learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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
Ideally, applicants will have or be working towards achieving official qualifications within the area of Disability Inclusion.
- 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.
