Selection Criteria BRENTWOOD PARK Selection Criteria SC1. Demonstrated knowledge of the relevant Victorian Curriculum, with a proven 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 to provide 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, 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.A knowledge of the VCOP approach to writing, and CAFE approach to reading and an ability to implement these into the writing and reading programs of primary classrooms. Familiarity with the ¿Words Their Way¿ spelling program would be advantageous. Role 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 2Range 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 1The 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. Responsibilities 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. Who May Apply 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. EEO AND OHS Commitment 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 Child Safe Standards 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 DE Values 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 Conditions of Employment 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 VIT LANTITE 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. Location Profile Introduction Brentwood Park Primary School is situated in the south-eastern growth corridor in the residential suburb of Berwick. The school is well situated within the local community. The local pre-school and Kambrya College are adjacent on the school¿s northern and southern borders, respectively. A medical centre and the community centre are in close proximity. Brentwood Park Primary School has a current enrolment of 1019 students. Guiding Principles Victorian government schools are child safe environments. Our school actively promotes 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 the child safe standards. The school¿s Statement of Commitment to Child Safety and Child Safety Code of Conduct are available on the school¿s website. The whole school community of Brentwood Park Primary School is committed to the needs of the children, fostering their self-esteem and enabling them to work towards achieving their personal best in a positive, challenging and supportive environment. In all cases the welfare of the child is our prime concern. All teachers accept responsibility for the provision of a safe and caring environment for all children. Staff, parents and children are jointly involved in decision making. Parents, as part of the school team, are encouraged to become involved in our programs. The school strongly emphasises the importance of the home-school partnership with a high level of co-operation between parents, staff and children. Parent support is high, with parents responding to the learning team concept promoted and practised by the school. This emphasis is reflected in the day to day involvement of parents in a range of school activities such, School Council, fundraising team, camping program and excursions. All members of the school community feel valued and welcome. Staff, are committed to professional development to ensure the provision of high quality programs at Brentwood Park Primary School. Personal professional development planning for teachers is consistent with school aspirations detailed in the School Strategic Plan and Annual Implementation Plan. Student Wellbeing is an intrinsic component of the ethos of Brentwood Park Primary School. Our student Codes of Conduct are unique and integral to the daily programs in each classroom, with the children being responsible for the designing of these and class consequences, with the guidance of the teacher. Our school values are Respect Responsibility Excellence Teamwork Brentwood Park Primary School sees the development of ongoing support of the whole child as important, not only through the formal, but also informal curriculum. Hence our focus is on complementary wellbeing programs such as, You Can Do It! And Respectful Relationships. Programs that encourage and develop positive interpersonal relationships also include: The ¿Buddy¿ system. You Can Do It! Student Representative Council Camps for Years 4, 5 and 6 Peer Mediation Prep Transition Curriculum Within our learning and teaching programs, we maintain a strong focus on literacy and numeracy, complemented by an inquiry-based curriculum and a comprehensive specialist program which encompasses visual arts, performing arts, digital technologies and, health and physical education, and Chinese Language and Culture. A Chinese sister school relationship was formalised in 2014 with Yangzhong Experimental School in Jiangsu Province, China, through a signed Memorandum of Understanding which promotes collaboration and annual reciprocal visitations by staff and students. A rigorous benchmarking assessment schedule which is implemented biannually and ongoing formative assessment practices, informs our teaching and learning programs in the two key learning areas of literacy and numeracy and, along with teacher observation and teacher judgement, ensures the teaching is targeted towards student learning needs. Student learning is facilitated through a whole school approach to learning and teaching with the development of a shared and effective school-wide pedagogy and the implementation of ¿best practice¿ educational programs to promote deep understanding and enhance student achievement. The Principals as Literacy Leaders [PALLs] program, CAFÉ Daily 5, VCOP approach to writing, Words Our Way Spelling Program and THRASS are instrumental in our literacy program and Di Sieman¿s ¿Big Ideas in Number¿, instrumental in our Numeracy program. Units of work, developed Foundation ¿ Year 6, are child-centred and based on the inquiry learning model. These inquiry units cater for the history, geography and science areas of the Victorian Curriculum. School programs are planned, implemented and reviewed for children according to their learning needs. Differentiation is a core feature of our teaching and learning. Digital technologies are integrated as powerful learning tools across all programs. In addition to our computer laboratory, class sets of iPads are provided for Year Foundation to Year 3 and a Bring Your Own Device [BYOD] program, being iPads, is implemented in Years 4 - 6. Additionally, each classroom is either equipped with an interactive whiteboard or flat screen television with apple TV which are well utilised as learning tools. Co-curricula programs are developed and implemented across year levels to encourage and support children to strive towards the achievement of their personal best. Our school provides a positive and challenging learning environment which supports improved learning for all children. Facilities The school has been architecturally designed with its central core accommodated in seven distinct buildings, connected by covered walkways. This core comprises an administration area; with staffroom and first aid room, a multi-media centre, eighteen modern carpeted classrooms; each with its own teacher resource room, a physical education facility, an art/craft facility, a performing arts centre; and canteen, STEM room and music room. A new pod facility has recently been added. Features of the classroom design are their flexibility in allowing connecting walls to be opened to facilitate team teaching approaches, if desirable, and the provision of additional student learning areas in the form of smaller adjoining rooms. Relocatable classroom units currently provide the required number of additional generalist classrooms. All classrooms are air-conditioned. In our commitment to and use of information technology, the multi-media centre houses 30 networked computers, with internet access, in an adjoining laboratory. All classrooms have overhead projectors and flat screen televisions. The permanent core design and the location of additional classrooms lend itself to the cluster arrangement at year levels, promoting close planning and teaching amongst staff. All facilities have an abundance of natural light integrated within the overall design. The grounds are spacious and consist of grassed playing areas, two full size basketball/netball courts; with a full shade structure over one, three sets of playground equipment and a sandpit; all with shade structures overhead. A free-standing gazebo is a central feature of the established gardens. School council ensures the ongoing development and maintenance of the school grounds in the provision of a safe and attractive environment for the students. Brentwood Park Primary School staff are expected to: Assist in the implementation of School Strategic Plan and accompanying Annual Implementation Plans. Be prepared to become involved in activities beyond regular school hours. Accept a support role in the implementation of the school's welfare and discipline procedures. Play a role in continuing the established team approach of the staff. Maintain accurate and comprehensive records of programs and evaluation that are in line with School Policy and Victorian Curriculum Guidelines. Other responsibilities as negotiated with the Principal.