Student Wellbeing And Inclusion

Hazelwood North Primary School is located in the Latrobe Valley, nestled in farmland approximately 6 km from Morwell and 10 km from Traralgon with a current SFOE of 0.4083. A large number of the children at the school come from the Hazelwood North area with other children coming from neighbouring towns. Students are bused or driven by parents to school.

We have recently completed the process of upgrading our school administration building, student toilet block and reinstatement of our basketball court which has been fantastic. This has improved the overall look of the school and has opened up the centre of it to be a hive of activity with students. 

Our vision for the school is: At Hazelwood North Primary School we are a community of life-long learners who are inclusive, kind and curious. We are problem solvers who work together with confidence to strive for growth and excellence. 

Our values are: We are respectful; We are responsible; We are resilient.

 At HNPS we use the Science of Reading and Learning principles to ensure our students are receiving best practice teaching and learning opportunities. In 2024 we offer specialist programs covering Visual Arts, daVinci (design and technology) and Physical Education. Library is also offered across all year levels.

The school has an amazingly dedicated and enthusiastic Parents & Friends' Club who are the main fundraising body for the school and work hard to support us in buying equipment such as a new BBQ and gazebos, upgrading areas of our yard and supporting events such as our Grade 6 graduation. We have a full and active School Council who supported the school throughout and its development. Our school has an enrolment of 147 students with seven grades.

Classes in all areas received support from the 5 EFT Educational Support staff working with students and across programs such as intervention, tutoring and Speech Therapy Assistance. We have 8 EFT teaching staff that included a Leading Teacher - Student Wellbeing and Inclusion (0.6), Learning Specialist, a full-time Business Manager and Principal. We have no Aboriginal or Torres Straight Islander staff at the school.

SC1      Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2      Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, Wellbeing and engagement.

SC5      Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

In addition to the General Selection Criteria, please respond to the Specific Selection Criteria in your application.

 Specific Selection Criteria (max. 300 words for each).

• Demonstrated ability to lead the implementation and promotion of disability, inclusion and wellbeing initiatives
• Build staff capacity to support the learning and wellbeing of diverse learners.
• Demonstrated ability to respond to and effectively manage student behaviour and support staff to build their capacity in this 

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.

The role of classroom teacher may include but is not limited to:

• Direct teaching of groups of students and individual students;
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
• Undertaking other non-teaching supervisory duties.

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.

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

This position does not have a classroom teaching load and may attract higher duties. 

• 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