OUR MISSION & VISION

Brighton Primary School: As an internationally minded school, our reputation stands on honouring our history, focusing on the present and preparing for the future. We believe that the growth of our children is at the heart of our community. By focusing on the whole child, we facilitate a sense of belonging and achievement through powerful interactions with other learners and rich learning tasks.

Our vision is to build a community of active learners who can meet challenges of our rapidly changing world and become responsible global citizens

We value our colleagues as reflective educators who are open to new ideas and focused on best practice as they educate our students to develop as critical thinkers and lifelong learners.

We are committed to highly effective learning and teaching which is built on relational trust. We have positioned ourselves globally through our membership of Council of International Schools and authorization by the IB to deliver the Primary Years Program (PYP) and develop global citizens.

OUR VALUES

Brighton Primary School has an enrolment of approximately 650 students, which includes 18 students with moderate to profound hearing loss enrolled in the regional Hearing Unit hosted at the school. Our school culture of shared responsibility and collaboration ensures that our Hearing Unit functions as an integral part of the school community, supporting students to fully access mainstream education.

The school was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD. Brighton fronts Port Phillip Bay. With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all. The school has strong generational ties and is well supported by the School Council and parents.

Brighton Primary School’s design is traditional and has twenty-nine classes organised in year levels. The school has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings. Brighton Primary School has a large number of re-locatable buildings. Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space. The school is fully air-conditioned, and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.

Brighton Primary School has a rich, well-resourced Specialist Program. There are purpose-built Science, Music and Art Rooms and a Gymnasium. As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall. The Library is centrally located and available to students at lunchtime, as well as class time. Adjoining it is the Performing Arts Centre, the Italian room and the school canteen. The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas. Our Outside School Hours Care program, BPOSH, is accommodated in the Italian room and the Gym.

A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students. There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts. Below the junior play equipment is the Wonder garden, designed by our students. It is both a teaching space and a playing area. The Brighton Primary School community has funded the outdoor equipment and development of the grounds and are maintained by the School Council Facilities Committee and regular working bees. As well, School Council employs a groundsman.


Selection Criteria

SC1. Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.

SC2. Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for students.

SC3. Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.

SC4. Demonstrate high level written and verbal skills and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.

SC5. Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.

SC6. Demonstrate knowledge of the IB PYP and its relationship to the Victorian Curriculum and a commitment to undertake additional professional learning in this area.

SC7. Demonstrate an ability to plan, develop and implement an exemplary Performing Arts program.


Role

The generalist teacher will demonstrate a high level of curriculum knowledge, quality teaching skills and successful application of assessment and reporting strategies appropriate for individual students in accordance with the Australian Professional Standards for Teachers.

Qualifications - Mandatory

  • Certificate or Degree conferred by a recognised teacher training institution.
  • Successful participation in professional learning curriculum programs.
  • Skills in the use of computers for personal and classroom applications.

Role

The role of the generalist teacher is defined by the Australian Professional Standards for Teachers.

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-curricular activities.


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Responsibilities

At Brighton Primary School the responsibilities of a generalist teacher include:

  • Collaborative planning and delivery of programs that met all students’ needs that improve student learning outcomes
  • demonstrating quality learning and teaching practices
  • participating in the implementation of the School Strategic Plan
  • participating in the process of accreditation for membership of the Council of International Schools
  • participating in the process of Evaluation for continued authorisation by the IB for the delivery of the Primary Years Program
  • undertaking professional learning as required by the Principles and Practices of an IB World School
  • being prepared to become involved in activities beyond school hours
  • accepting collective responsibility for student wellbeing
  • being an active and productive team member
  • maintaining accurate and comprehensive records of programs and student assessment that are in line with school policy and current curriculum guidelines
  • participating in weekly planning and professional learning
  • participating in the school’s student teacher program when required
  • reporting to parents according to the required format and more frequently if needed
  • any other responsibilities as negotiated by the principal.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.


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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx


DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


Other Information

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Conditions of Employment

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Program Benefits

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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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