AddressOUR MISSION & VISION
Brighton Primary School: As an internationally minded school, our reputation stands on honouring our history, focusing on the present and preparing for the future. We believe that the growth of our children is at the heart of our community. By focusing on the whole child, we facilitate a sense of belonging and achievement through powerful interactions with other learners and rich learning tasks.
Our vision is to build a community of active learners who can meet challenges of our rapidly changing world and become responsible global citizens. Brighton Primary School strives to develop the attributes of the IB learner profile.
We value our colleagues as reflective educators who are open to new ideas and focused on best practice as they educate our students to develop as critical thinkers and lifelong learners.
We are committed to highly effective learning and teaching which is built on relational trust. We have positioned ourselves globally through the authorization by the IB to deliver the Primary Years Program (PYP) and develop global citizens.
SCHOOL OVERVIEW
Brighton Primary School was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD. Brighton fronts Port Phillip Bay. With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all. The school has strong generational ties and is well supported by the School Council and parents.
Brighton Primary School¿s design is traditional and has twenty-five classes organised in year levels. The school has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings. Brighton Primary School has a large number of re-locatable buildings. Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space. The school is fully air-conditioned, and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.
Brighton Primary School has an enrolment of approximately 540 students, which includes 16-20 students with moderate to profound hearing loss enrolled in the regional Hearing Unit hosted at the school. Our school culture of shared responsibility and collaboration ensures that our Hearing Unit functions as an integral part of the school community, supporting students to fully access mainstream education.
Brighton Primary School has a rich, well-resourced Specialist Program. There are purpose-built Science, Music and Art Rooms and a Gymnasium. As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall. The Library is centrally located and available to students at lunchtime, as well as class time. Adjoining it is the Performing Arts Centre and the school canteen. The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas. Our Outside School Hours Care program, TeamKids, is accommodated in the Performing Arts venue and the Gym.
A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students. There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts. Below the junior play equipment is the Wonder garden, designed by our students. It is both a teaching space and a playing area. The Brighton Primary School community has funded the outdoor equipment and development of the grounds and are maintained by the School Council Facilities Committee. The school also employs a groundsman
SC1. Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.
SC2. Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for students.
SC3. Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.
SC4. Demonstrate high level written and verbal skills and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.
SC5. Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.
SC6. Demonstrate knowledge of the IB PYP and its relationship to the Victorian Curriculum and a commitment to undertake additional professional learning in this area.
SC7. Demonstrate an ability to plan, develop and implement an exemplary Performing Arts program.
Please note: the written response for each of the key selection criteria above should be no more than one A4 page each.
Generalist teacher/Performing Arts ~ Position Overview:
The Generalist Teacher will demonstrate a high level of curriculum knowledge, quality teaching skills and successful application of assessment and reporting strategies appropriate for individual students in accordance with the Australian Professional Standards for Teachers.
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-curricular activities.
At Brighton Primary School the responsibilities of a Generalist Teacher include:
- Collaborative planning and delivery of programs that met all students¿ needs that improve student learning outcomes
- Demonstrating quality learning and teaching practices
- Participating in the implementation of the School Strategic Plan
- Participating in the process of Evaluation for continued authorisation by the IB for the delivery of the Primary Years Program
- Undertaking professional learning as required by the Principles and Practices of an IB World School
- Being prepared to become involved in activities beyond school hours
- Accepting collective responsibility for student wellbeing
- Being an active and productive team member
- Maintaining accurate and comprehensive records of programs and student assessment that are in line with school policy and current curriculum guidelines
- Participating in weekly planning and professional learning
- Reporting to parents according to the required format and more frequently if needed
- Any other responsibilities as negotiated by the principal.
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
- 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.
