At Mooroopna Park P.S. we provide the best opportunities for successful life-long learning. Students are empowered to strive for excellence by taking responsibility for learning and decision making. Students, teachers and parents are proud to form a partnership for the future.
Mission Statement
Mooroopna Park Primary School is committed to developing respectful, responsible and resilient students who perform academically to the best of their ability, in a safe, friendly and caring environment. We support our students to develop the necessary skills and knowledge to become valued members of the community.
Values
At MPPS we embrace 3 core values:
Friendly, Persistent, Caring
Mooroopna Park Primary School prides itself on being a very inclusive school. We have high expectations of ourselves and others and this is demonstrated in our school expectations of 'treating others as we would like to be treated'. We persist with our learning and care for ourselves and our school. We value diversity and our school motto of 'growing and learning together' underpins the core values of the school. Staff and students work together to develop emotional intelligences so that students understand how to have self-control, self-awareness, be motivated, manage relationships and develop empathy and skills of being friendly, safe and strong.
SCHOOL PROFILE
Mooroopna Park PS is a school of 170 students serving the greater Mooroopna area, a large provincial town within the City of Greater Shepparton. The school, established in 1980, is set in a park like environment with spacious grounds.
In 2025 there are eight composite classrooms. The school has a staff of approximately 32 including ancillary staff. The senior classrooms are in a module building and we have the Foundation and grade one classes in the new BER Learning Centre with the middle years located in stand alone classrooms. The school has a Student Family Occupation Education Index of 0.7216. Approximately 35% of our students are Koori students.
We have started our journey towards aligning our curriculum, instruction and assessment practices to the Science of Reading including explicit, synthetic phonics instruction in Prep‑Year One. We have introduced a Structured Literacy approach across the whole school focusing on a knowledge‑rich curriculum, vocabulary instruction, syntax and morphology. In the junior years we focus on phonics supported by the Little Learners Love Literacy and our Year 4–6 have focussed on encoding supported by Spelling Mastery. Our numeracy Instructional model includes Explicit Instruction alongside Daily Reviews.
Our school takes a proactive approach to a supportive and caring environment through our Student Wellbeing Program, which is supported by a full time Student Wellbeing Coordinator. Our Wellbeing Program consists of our Oral Language Program, Play Therapy, School Chaplain, School Community Hub, Paediatric Clinic, Healthy Food Program, visiting Dental, Vision and Hearing checks and supports for families such as food and grocery hampers. The school strives to build pro‑social behaviours for students to develop emotional intelligences.
A big part of our Wellbeing Program is our Healthy Eating Program where our fulltime Chef provides breakfast, lunch and morning and afternoon tea each day for all students free of charge. We are proud to have been recognised for our efforts in this area by winning the Australian Education Awards for the Best Wellbeing Program in 2020, 2022 and 2023 and the Victorian Early Years Award for Promoting Student Health and Wellbeing in 2023.
We have a number of community partnerships which see volunteers from local businesses and service organisations helping out with reading, wood work, 'Build a Bike' and gardening. We also offer specialist programs such as art, music, wellbeing and physical education. We have a Wellbeing Teacher who is implementing the Resilience Project and full time Speech Therapist who supports our staff and student and oversees speech therapy student placements. Mooroopna Park PS is a place where learning is valued and is supported by all, and we develop in all students a sense of belonging and inclusion. We strive to develop the three-way partnership of the student, parent and teacher to better create and achieve successful learning opportunities for all students.
Mooroopna Park Primary School has won a number of awards in recent years for our Wellbeing Programs including the Victorian Education Excellence Awards for the Best Education Support Team and our Foundation teacher was a finalist for Outstanding Teacher of The Year. We have an excellent group of experienced teachers and friendly support staff. Our school is a great place to work, where you will be supported and welcomed.
* KSC 1 Relevant clinical experience and/or knowledge in the areas of paediatric practice in Occupational Therapy.
* KSC 2 Demonstrated ability to provide a range of assessments, program planning and implementation of intervention.
* KSC 3 Demonstrated communication and interpersonal skills, including the ability to consult with and advise other professionals in providing services to students
* KSC 4 Willingness and capacity to participate in and contribute to a collaborative team environment, developing supportive professional working relationships with staff and students, and providing advice and guidance for parents/carers
KSC 5 Demonstrated ability to implement individual and group evidence based occupational therapy interventions for students with motor, sensory, executive functioning and emotional challenges, helping them to improve their participation and engagement in school activities and enhance their overall well‑being.
Role
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day‑to‑day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities
* Address the complex needs of students including coordination, organisation and provision of specific staff professional learning and intervention support
* Develop, monitor and implement appropriate interventions and strategies following consultations and assessment
* Work in consultation with teaching teams to develop relevant evidence-based goals for students to inform IEPs and other support plans
* Prepare reports for Student Disability Profile resource funding
* Deliver individual or group programs at various year levels, as determined via referrals
* Communicate with parents/guardian and external Allied Health professionals to support a holistic approach to address individual needs
* Being part of the wellbeing team and contributing to wellbeing meetings
* Providing supervision for university students on placement throughout the year
* Attend Student Support Groups meetings as required
* Make recommendations about specific equipment or resource requirements to support student needs
* Maintain annual AHPRA registration that includes undertaking relevant professional development throughout the year
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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 (KOD) via
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:
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:
* 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.
Please ensure that your application includes:
* A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
* A section addressing the selection criteria and the requirements for application under the Who May Apply section
* Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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
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