Performing Arts

Location Profile

Pakenham Primary School's vision is to create an inclusive school environment that empowers students to achieve their personal best socially, emotionally and academically.
Our purpose is to create a learning environment where all students take responsibility for their learning in order to reach their personal best.
We provide each student with the academic, social and emotional skills to become lifelong learners and successful participants in society.
We aim to create an inclusive, positive and supportive learning environment reflecting a personalised approach to education.
Pakenham Primary School is centred in a rapidly growing area in the South-East growth corridor.
The school will work in partnership with the local community to provide authentic learning opportunities for all students.
Pakenham Primary School opened in 2019 as was built to accommodate 475 primary school students.
The school represents an innovative, collaborative and contemporary approach to education.
The school has two Learning Communities that have been architecturally designed to allow for a flexible learning space catering for a range of teaching and learning styles.
Each Learning Community will house over 200 students and are designed to incorporate learning activities including Art, STEM, independent learning and flexible group work.
The Learning Communities create collaborative interior and exterior spaces providing rich and diverse learning environments.
They include a number of physically enclosed and acoustically separate spaces.
The intent is to create choice by providing multiple learning settings that can be used in numerous ways.
Along the length of the Learning Community buildings there are several undercover areas that can also be used in conjunctions with interior spaces.
There are multiple openings along the length of the building that open onto the Learning Street.
The Learning Street promotes the inclusion of outdoor learning activities.
There is a dedicated building for Performing Arts and Physical Education.
This building also houses the school cafe and can be used after hours by different user groups.
Pakenham Primary School acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture.
We have a shared responsibility to create a positive learning environment for the children and young people at our school.
Pakenham Primary School's three school-wide expectations of Be a Learner, Be Respectful and Be Safe reinforce our positive school culture.
Be a Learner
To be a learner at Pakenham Primary School, students need to value the importance of education, put their best effort into learning, utilise a range of learning strategies to achieve success, and demonstrate a growth mindset.
Be Respectful
To be respectful at Pakenham Primary School, students need to maintain an attitude that demonstrates respect for themselves, others, learning and the environment.
Be Safe
To be safe at Pakenham Primary School, students need to behave in a manner that exhibits safety towards themselves and others, both physically and emotionally, as well as the environment.
The school will ensure our expectations are demonstrated by:
The provision of a balanced curriculum that caters for individual needs and abilities which encourages academic achievement and personal success Ensuring that the development of literacy and numeracy skills and the acquisition of critical thinking, problem solving and decision making strategies are a key part of our curriculum Students having a positive and happy attitude to their learning The continued development of positive school wide behavioural attitudes and relationships with all members of the school community Students, staff and community demonstrating a sense of pride and respect for our school The provision of opportunities that engage parents and the local community in the school.

At Pakenham Primary School we foster a belief that each student will be given the opportunity to achieve social, emotional and academic excellence.
We aim to ensure each child learns the strategies, behaviours and attitudes of lifelong learners, along with the social skills needed to work, play and get along with others.

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.

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 program 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 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.

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

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

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.

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