Leading Teacher Range 3

4 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | CBD

Job type: Full time / From 28/01/2025 - 27/01/2030

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1433828

**Location Profile**:
Ascot Vale Primary School (AVPS), established in 1885, is located 6 km northwest of Melbourne's central business district. It is a member of the Moonee Valley Network of schools and falls under the South-Western Region of the Department of Education & Training. AVPS has 271 students enrolled as of June 2024. The school has a small to medium-sized campus, which comfortably accommodates its current student population.

The school's Student Family Occupation and Education (SFOE) index is 0.14 and its Student Family Occupation (SFO) Index is 0.20. These measures indicate the socio-economic backgrounds of the students and their corresponding educational needs. With low levels of disadvantage compared to other schools, high expectations for student outcomes and school experience exist at AVPS.

MULTIAGE

AVPS operates a multi-age structure that started in 1984 with support from the school council and community. In this structure, two classes form a unit of students. Teachers are assigned to a class of students of similar ages and collaborate with another teacher and class to form a multi-age unit of teachers and learners. In 2024, the multi-age structure is: Units 1, 3 & 5 are Years P/1/2 students combined. Units 2, 4 & 6 are Years 3/4 & 5/6 students separated.

The multi-age structure enables all children to learn at their appropriate developmental stage whilst considering individual learning needs and has been strengthened in recent years to ensure consistent teaching and learning methods across the school. As a result, teachers at AVPS cater to each student's individual needs, regardless of their assigned year level which often leads to higher-level of teaching and learning. Outstanding student achievement in recent years may be attributed to this approach.

The following features of multi-age at Ascot Vale PS help make us a _Unique Learning Community_:

- Children can spend longer periods of time with the same teacher. This allows the teacher to develop a deeper understanding of a child¿s strengths and needs and is therefore better able to support the child¿s development.
- All children are challenged to achieve their potential; they are not limited to achieving a designated year level standard.
- Children develop a sense of family and community with their classmates, staff, and parents. They become a community of learners who support and care for each other.
- Families have the opportunity for siblings to be placed together in the same unit.
- Children with additional needs benefit from the multi-age classroom as it encourages inclusion, self-respect and creates a learning environment that motivates and engages students.

WELLBEING and INCLUSION

In addition to multiage, other wellbeing and inclusion approaches at AVPS include:

- Appointment of a Mental Health and Wellbeing Leader in 2024, who collaborates closely with our dedicated wellbeing team, to enhance the understanding of mental health and wellbeing and implement strategies for identification, promotion, and prevention across the school.
- Appointment of a Disabilities and Inclusion leader to enhance the way students are supported across a new three-tiered funding model. This has allowed us to deliver a range of programs, recruit and train specialist staff and purchase resources to strengthen supports for students.
- The AVPS values of Gratitude, Respect, Excellence, Empathy, and Responsibility guide the behaviour and actions of all members of the community.
- Implementation of: High Impact Wellbeing Strategies, The Resilience Project, Respectful Relationships, Dogs in Schools program, Lunchtime Clubs and the Zones of Regulation.

TEACHING AND LEARNING

Ascot Vale PS has a dedicated, hardworking, and talented staff team. Together they demonstrate high levels of effective communication and collaboration which creates a positive, supportive and rewarding place to work and learn.

Professional Learning Community (PLC) teams of teachers collaborate to:

- Conduct PLC Inquiry Cycles; an ongoing process of reflecting on practice, undertaking professional learning, implementing that professional learning, and assessing impact.
- Plan, review and implement a two-year cycle, whole school curriculum scope and sequence plan, based on the Victorian Curriculum, using an integrated and inquiry approach to learning. This includes the development of consistent Yearly, Termly and Weekly planners.
- Implement the agreed upon Instructional Teaching and Learning Models and Lesson Structures based on the Gradual Release of Responsibility model featuring: Goals, Introduction, Mini Lesson Focus, Differentiated Teaching and Reflection.
- Track, analyse and moderate student achievement data using digital tools and multiple sources of evidence.

SPEC

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