Department of Education Victoria – Mordialloc VIC
7d ago, from Department of Education & Training Victoria
Mordialloc Beach Primary School (MBPS) is a growing educational institution located in the vibrant beachside suburb of Mordialloc.
Our mission is to provide an outstanding education for every student within an engaging, challenging, and supportive environment.
We strive to stay at the forefront of educational excellence through our dedicated staff, who uphold the highest standards of knowledge, skill, and care.
Once again, MBPS has earned recognition in the Influence category for its exceptional academic achievements, with a commitment to ensuring that every student experiences at least one year's academic growth.
Vision Statement
DREAM BIG - Expand Your Horizons
Inclusion
Respect
Resilience
Our goal is to guide every child to progress at least one year in learning outcomes, helping each student unlock their potential and discover their unique talents and interests.
We emphasize understanding the world and how people interact, fostering the development of perspective.
As a school of 250 students, we pride ourselves on being small enough to care, big enough to do.
Located near public transport and a thriving shopping precinct, MBPS offers a strong sense of community and belonging for students, families, and locals alike.
We focus on building emotional and social intelligence in both staff and students, believing that people thrive when they are connected to each other and driven by a larger purpose.
Literacy and numeracy are central to our curriculum, and we actively encourage curiosity about the world.
Gratitude, empathy, and mindfulness are integral to our daily practices, and we aim to promote these values throughout the school.
Our school offers a wide range of teaching and learning opportunities, from individual sessions to large community gatherings.
Our teaching staff work collaboratively within Professional Learning Communities (PLCs), aspiring to best practice in pedagogy.
In October **** the demolition of our Block D wing commenced with a $2.8 million grant to build a new stunningly designed architect fit for purpose building, further enhancing our learning environment.
We are proud to have a diverse student body, representing 42 different nationalities, and our multicultural celebrations focused on food, arts, and culture are a highlight of our school year.
Our passionate and dynamic staff are committed to improving learning outcomes for all students, with a particular focus on Literacy and Numeracy.
We have specialist teachers in Maths, Science, and phonics, and we collaborate with our local network of schools to keep abreast of best teaching practice based on evidence of which methods actually work to improve student learning outcomes.
For students in Years P-2, we limit the use of technology to encourage social interaction and foundational literacy skills.
In Years 3-6, students have the option to participate in a Bring Your Own Device program, using technology to support learning.
We encourage outdoor activity during breaks, with no devices allowed in the playground.
As we celebrate our 155th year, MBPS is proud of its rich history and strong community ties.
We have launched The Parents Academy, where teachers coach parents on how to support their children's literacy development.
Our traditional double-story brick building, recently repainted to reflect our beachside location, houses nine classrooms.
The school is fully air-conditioned and features vibrant learning spaces, a library with a technician, a visual arts centre, and a performing arts hall.
We offer French as a Language Other Than English, and our Physical Education program includes after-school sports clinics in cricket, basketball, soccer, and tennis.
The Performing Arts Program includes a termly focus of Drama, Music, Dance and Performance.
This year's program culminating in a school concert entitled "Colour My World".
Our programs are innovative and student-driven, including a sustainable vegetable garden, a student-managed market, and a leadership program.
We also offer extracurricular activities like Robotics, Chess, Dance, Lego, Music, and Gardening, and have student rock bands, choirs, and environmental monitors managing recycling and caring for school chickens.
Our playgrounds are spacious, shaded, and well-equipped with athletic tracks, courts, and fitness areas.
MBPS Community acknowledge that Learning is the ongoing acquisition by students of knowledge, skills and capabilities, including those defined by the Victorian Curriculum and senior secondary pathways.
Wellbeing is the development of the capabilities necessary to thrive, contribute and respond positively to the challenges and opportunities of life.
Selection Criteria
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.
Qualifications
Victorian Institute of Teaching (VIT) registration (full or provisional).
How to Apply
A cover letter
A current CV
A response to the Key Selection Criteria (maximum 1-2 pages)
Contact details for at least two referees
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 programme 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 programmes.
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 programmes 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 programmes 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 programme 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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service.
We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division via **(email clipped)**
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.
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:
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:
Other Information
Role Purpose
The Year 1 Classroom Teacher plays a pivotal role in supporting our students early years of learning, building strong foundations in literacy, numeracy, social development, and curiosity.
The successful applicant will foster a positive, inclusive classroom environment and work collaboratively with colleagues to implement school priorities and high-impact teaching strategies.
Key Responsibilities
Plan, deliver, and assess engaging and differentiated learning programmes aligned to the Victorian Curriculum.
Implement evidence-based practices, including the Workshop Model, HITS (High Impact Teaching Strategies), and Mordialloc Beach PS instructional approaches.
Provide explicit instruction in early literacy and numeracy, supporting all learners including students requiring extension or additional support.
Use assessment data and formative practices to monitor student progress and inform teaching.
Create a safe, orderly, and positive classroom environment that promotes student wellbeing and engagement.
Work collaboratively with the Year 1 team, specialists, and leadership to support whole-school priorities.
Communicate effectively and professionally with students, families, and colleagues.
Participate in whole-school events, professional learning, and school improvement initiatives.
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also 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 ITE programme completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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