Location Profile Kilmore Primary School is located in Lancefield Road, Kilmore; an historic rural town 58km north of Melbourne. Kilmore is a semi-rural area comprising of small farm holdings, new housing estates and a well established older town centre. There are approximately 500 students enrolled at the school this year. Our school has 38.39 equivalent full-time staff. We have 25 classrooms operating in the school. A team of highly motivated, professional, and dedicated staff provide a safe and caring environment, where the goal is to optimise the learning outcomes and personal growth of all students. Kilmore Primary School aims to establish a happy, safe and supportive learning environment where the welfare of all children is a high priority and is maintained as a shared responsibility of the school and the community. In accordance with Ministerial Order No 870 - Child Safety Standards, we have embedded an organisational culture of child safety critical to protecting the basic rights of children to feel safe and be safe at all times. Our modern facilities include a number of double and triple learning studios all equipped with 21st Century Learning technologies, art room, library, hall, ICT centre, separate playground areas for Foundation-Grade 2 and Grade 3-6 students, an outdoor fitness circuit, two outdoor basketball courts, and a BER Stadium Complex comprising a full size indoor basketball court, music room, meeting room and kitchen. Before and After School Care operates on the school site 5 days a week during school terms and school holidays. Policies and programs ensure a current and relevant curriculum, professionally delivered with modern pedagogies in a high quality, whole school approach to teaching and learning. We are dedicated to ensuring that we meet the needs of the 21st Century Learner and provide a personalised learning environment for our students. We strive to provide a well-rounded education which values and supports the intellectual, creative, physical and emotional development of each child. We have a commitment to ensure that quality learning and teaching are the central focus of our learning environments. We provide Art, Physical Education and Electives. Additional programs and activities such as Junior Leadership Team, Choir, Music Groups, Buddies, Clubs, Gardening Club, Active After-School Program, Swimming, Lunchtime Sports, Homework Club, lunchtime activities, camps, excursions, and incursions encourage student participation and opportunities for Student Leadership. Our ongoing commitment to Student Wellbeing is supported by a dedicated Student Wellbeing Assistant Principal, and our involvement the Kids Matter Mental Health Initiative. This has been a major focus over the past 3 years and has provided many benefits across the whole school community, including a stronger parent presence in the school. Our comprehensive School Wide Positive Behaviour Management Program links well with the 4R's and focuses on our school values, the explicit teaching of positive behaviours and learning routines, restorative justice and developing resilience and responsibility in our students. Kilmore Primary School promotes the safety, wellbeing and inclusion of all children, including Aboriginal children, those with a disability and children from culturally and/or linguistically diverse backgrounds. Applicants are welcome to elaborate on experiences they may have working with Aboriginal children, children with a disability and children from culturally and/or linguistically diverse backgrounds. Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities. SC2 Demonstrated expertise in the implementation and modelling of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning. Role Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce. The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service. Responsibilities In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to: Demonstrating high-level expertise in teaching and learning practice Modelling exemplary classroom practice including through teaching demonstration lessons Working with the school leadership team to develop a shared view of highly effective teacher practice Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice Providing evidence-based feedback to teaching staff to inform their effectiveness and development Providing expert advice about the context, processes and strategies that will shape individual and school professional learning Supervising and training one or more student teachers and mentoring and/or coaching teachers Modelling exemplary use of student data to inform teaching approaches Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice 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 (KOD) via education.vic.gov.au 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: 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 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 2024, 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 2016 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 program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
