Year 3 Teacher - Wollert - Edgars Creek Primary School

Edgars Creek Primary School

Location Profile

Background ¿ A new beginning

Edgars Creek Primary School is a new school located in at 45 Macedon Parade, Wollert, in the City of Whittlesea. This is a growth corridor with major housing development present. The school opened in Term 1, 2021 providing for 400 students from Prep (Foundation) to Year 6. Our student enrolment is in the high 700's and is expected to reach 800 students by the end of 2024.

Edgars Creek Primary School is part of a community precinct. It is adjacent to the Ganbu Gulinj Community Centre and Edgars Creek Secondary School. An Early Learning Centre is also within this area, providing families with convenience as all the services are co-located. This provides the opportunity for lifelong learning and strong community connections from birth to adulthood.

Families will be supported by first contact at birth with the provision of Maternal and Child Care Health services, continuing with the availability of a range of parenting support programs, including community playgroups, cultural groups, Kindergarten and specialist allied health services such as speech therapists and early intervention professionals. Linking with these services will be paramount in ensuring a supportive transition program is offered between Kindergarten and Primary School.

Strong links between students primary and secondary education will be possible by the co-location of the schools. Learning across the schools will be maximised with students, teachers and families able to share learning opportunities, unique experiences, resources and continue to foster powerful community links.

Educational Vision

Edgars Creek Primary School aims to fully develop each young person academically, socially, emotionally and physically so they are well adjusted students who perform to the very best of their ability in all areas.  We believe this can be best achieved in a happy, caring, safe and stimulating environment with the mutual commitment, support and cooperation of teachers, parents, students and the wider school community. We begin with the end in mind:  every child who attends Edgars Creek Primary School will become an active learner on his or her way to becoming a successful adult. 

The physical design of Edgars Creek Primary School supports the school¿s vision of a professional learning community. This ethos will underpin the approach to teaching and learning and whole school operations. The design and intent of learning spaces will facilitate a professional learning community approach enabling educators to collaborate, implement high-impact teaching strategies and reflect on the impact on learning in a continuous improvement culture. Learning Communities are designed around modifiable spaces that accommodate multiple learning approaches and can flexibly respond to the requirements of students and teachers, creating a sense of shared ownership, inclusion and everyday learning. 

Design Principles

New school facilities in Victoria are designed with the following key elements incorporated into the school ethos and design:

Community: Context and Culture

Establishing a sense of place and community; a framework for the development of an environmentally, socially and economically sustainable urban structure, empowering strong, diverse communities.

Commitment to Whole of Life Learning and Living

An understanding that life-long learning is most successful when it is inclusive of: children, parents, neighbourhoods, wider communities and global citizenship.  It must reflect the values, vision and aspirations of all members of the endeavour. 

Collaboration Between Stakeholders

Partnerships with the City of Whittlesea, Early Learning and community service providers, other schools, with parents, students, business and industry, the community and the DET allowing for better return on investment, better implementation, interaction and ideas.

Integrating Evidence-based Knowledge of High Impact Learning and Teaching Research and Strategies

Opportunities to privilege seamless planning, professional interaction and student engagement in learning.  Encourage quality professional learning opportunities and the conditions for capturing practice, building practice excellence, knowledge sharing and collaboration through team structures, collaborative design, planning and teaching and peer observations and feedback.

Edgars Creek Primary School seeks to recruit staff who:              

• Share a passion for teaching and/or working with children
• Display a positive attitude and enjoy team collaboration
• Relate positively to students, parents/carers and staff
• Demonstrate a commitment to lifelong learnin

The successful applicant will be undertaking an exciting role as an integral part of a new staff in a new school during its first few years of operation.

Please ensure your application, including a curriculum vitae and key selection criteria, is attached as one document on recruitment online and does not exceed 8 pages in length.

The successful applicant will be undertaking an exciting role as an integral part of our Year 3 teaching team.

SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2    Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining 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 experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6    Demonstrated ability to work collaboratively as a member of  the Year 3 PLC to support student learning growth and improve your own capacity.

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-curricula activities.

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.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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.