Location Profile Strathaird Primary School, situated in Narre Warren South, has a current enrolment of 757 students. The staffing profile includes a Principal, two Assistant Principals, a Leading Teacher and four Learning Specialists. The teaching staff includes a mix of staff from Graduates through to many very experienced top of the range teachers. The school has a full-time equivalent teaching staff of 49.1 and Support Staff of 11.7. Cultural diversity is a special feature of our school, with 49% of students speaking a language other than English at home; 37% of these students were born in Australia. The school has a fulltime EAL teacher and two Multicultural Education Aides. The school has attractive and spacious grounds that include an oval, a Senses Garden, Discovery Garden, a vegetable garden, an indigenous ecosystem garden and frog pond, an orchard, two basketball courts, two playgrounds and a pirate ship incorporating a large sand pit. A large roof covers the two outdoor basketball courts. Indoor spaces include a Staff/Administration building, a main classroom block, art room and library, double portable classrooms, a gym/hall,a BER building that has an Out of School Hours Care Room and a Band room, an Eco Cabin which comprises a commercial style Kitchen and Science and Technology Centre and the ECO Cubby which comprises the Sustainability Centre, There are currently 35 classes in 2025. The school is focused on its central purpose - improving the learning and wellbeing of every child, every day, in a safe, caring and happy environment. Every child is unique and capable of learning at their zone of proximal development. Every child is encouraged to build on their strengths, take on challenges, and extend their creativity. The school is committed to high expectations for all; building consistent, high quality evidence based instructional practice across the school; and implementing a pedagogy based on student responsibility, empowerment, engagement and ownership of learning. The school focus is on providing at least twelve months academic growth for every student. There is an emphasis on the academic program with rigorous, evidence-based literacy and numeracy programs. The Inquiry learning program incorporates big understandings about our world, a range of learning experiences that build on each other and a range of important skills. The Language program provides instruction in Auslan and Specialist programs in Music, Band, Choir, Science and Technology, Visual Arts, Sustainability, and Physical Education are provided by personnel with expertise in these areas. Early intervention is a key focus of the school and Reading Recovery and small group literacy support programs are provided for students who require literacy support. Other programs provided to meet the needs of students, include transition programs - K to Prep and 6 to 7, Swimming, Camps (Grade 5 and 6) and Excursions, Interschool Sport and Out of School Hours Care. Wellbeing initiatives such as consistent school wide Behaviour Management, Student wellbeing support, Student Leadership, Junior School Council, a Buddy program and a range of other initiatives lay the foundations for a caring and friendly school environment. We have a very supportive school community. Parents are encouraged to be involved in the school and share in a close school/home partnership with a focus on developing positive educational outcomes for their children. Selection Criteria SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs. SC2 Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching. Role 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. 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 Other Information 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.
