5 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1439165
Would you like to be part of our collaborative team that values a positive, supportive and inclusive environment for students and staff?
Ashley Park Primary School is located at 105 Orchard Road, Doreen. We are in our sixth year, opening in January 2019 and are expecting an enrolment of 500 students in 2025. Our staffing profile consists of Principal, 2 x Assistant Principals, Business Manager, 2 x Learning Specialists, 24 Community teachers, 2 Tutors, 1 teacher who provides graduate and mentor release each week, a team of 5 specialists delivering PE, Spanish/Drama, Visual Arts and Music/Dance and 19 ES (at varying EFT) who support students, first aid, grounds & facilities maintenance and the office.
The school design is state of the art consisting of our Silver Gum Centre - admin, library and staff facilities and the Eucalypt and Wattle Learning Spaces which are open plan, flexible and adaptive sharing an outdoor learning street. Our Ironbark Sports and Arts Centre includes a full size competition grade basketball stadium and performing arts space. Recently we have also had installed 2 double storey portables that house up to 200 students. The school site is large with ample play areas for the students including an AFL oval, outdoor multi courts, nature play area, sandpit, cubby zone and three playgrounds. Our local community utilise these school facilities outside of school hours. We outsource a before and after school care program that also offers curriculum day and vacation care.
The vision for Ashley Park Primary School is to be `all we can be¿; a collaborative school community formed through strong partnerships that contribute to the engagement, wellbeing and achievement of all students. Our mission is to provide a comprehensive education that empowers our students to contribute to their world, shape their desired future and develop the understandings, skills, capabilities and dispositions that will enable them to be the best they can be.
Our school values are:- Be kind. Be ambitious. Be responsible. Be all we can be.
The school is organised into six learning communities - Foundation, Junior 1 and Junior 2, Middle 3 and Middle 4, Senior (Yr 5 & 6). The structure and organisation continues to be flexible while our numbers in each year level grow. Our teachers work in collaborative teams to plan, implement and evaluate a highly effective literacy, numeracy and inquiry focussed, teaching and learning program for the cohort of learners in their learning community. Each community teacher has a group of students for which they are the contact teacher for parents and families. They also begin and end the day with this group while working with many students across the cohort utilising our like needs groupings approach, throughout the school day.
This is a fabulous opportunity to work in a 21st century learning environment that places the student at the centre, the family at the fore and capitalises on the creativity and expertise of the teaching and education support staff to realise the potential of all. Graduate teachers will receive additional non face to face time and will be given a mentor.
For more information please contact Keren Barro on
IMPORTANT: When uploading your application please ensure you upload it as one document that includes your cover letter (optional), response to selection criteria (SC) and resume/CV.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use 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 capacity to establish and maintain 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 capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated capacity to work as part of a collaborative team to design, plan and implement effective teaching approaches for a community of learners within open and flexible learning spaces.
This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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 marrung@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
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.
Eligibility for incentive payments:
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.
Full time / From 28/01/2025
Graduate Teacher Program
Keren Barro | 03 8776 0200