Eltham East Primary School Vision

    Eltham East Primary School is committed to providing a safe, nurturing and respectful environment which supports and inspires our children to be actively involved in their learning, to grow in self-awareness, resilience and social responsibility and to contribute in a positive way to the world around them.


    School Context

    Eltham East Primary School is situated in the heart of Eltham, 22km North-East of Melbourne. It is a modern, well-resourced school nestled in a treed and sloping site. To ensure all 640 students have a high-quality education a staff works collaboratively towards achieving our school’s vision. We have 40 equivalent full-time staff: a newly appointed Principal, 2 Assistant Principals, teachers and Education Support staff working with our students. EEPS is about our students; their learning, their welfare and their potential.

    Curriculum Focus

    Eltham East Primary School is a high-performing school. By implementing a range of innovative approaches as well as proven teaching practices we strive to continuously improve our provision of the very best learning environment for each child. Our curriculum emphasis is on literacy and numeracy and embraces rich and engaging programs in the arts, science, humanities, health, physical education, music and Japanese. An essential part is the integrated social and emotional wellbeing approaches that we foster throughout all parts of the school.

    Community Connections

    Partnerships for learning is an integral part of Eltham East Primary School. We value our parent connectedness to learning and the three way partnership between students, teachers and parents. We have active parent helpers and many educational family events such as our STEAM Night, our Twilight Art Show, our biennial concert and Family Movie night. In addition we have strong connections with many local community groups and organisations.


    Values and Learning Dispositions

    The school has five key underpinning values that are widely recognised, used daily and displayed throughout the school. These are:

    Enjoyment: thinking positively, choosing to act in a safe and friendly way, to have fun and not spoil others' fun.

    Teamwork: is demonstrated when team members share the work, include everyone, contribute, take turns and act patiently.

    Respect: means to be considerate and caring towards yourself, others and the environment.

    Resilience: means being able to bounce back and recover quickly from everyday difficulties and challenges, thinking optimistically and being able to build positive relationships and social-emotional skills.

    Learning: is demonstrated by trying hard and doing your best. Students use their time productively and set goals for future progress.


    Sitting alongside our values are the EEPS 'Learning to Learn' dispositions;

  • I am organised and use my time wisely.
  • I am a creative, inquisitive and critical thinker.
  • I persist with my learning even when it's difficult.
  • I am confident to try new things and I am comfortable making mistakes.
  • I always want to improve as a learner.
  • We are proud of our motto of Learning and Growing Together, which applies to all of us and is something that we embody in our teaching and leadership approaches.

    More information can be found on our website-

    www.elthameastps.vic.edu.au or by ringing the school office on 9439 9793.


    I wish you all the best with your application.


    Warren Lloyd

    Principal


Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Demonstrated commitment to a culture of observation, coaching and mentoring.


Role

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

    Core responsibilities include:

  • Planning and implementing a range of teaching programs or
  • courses of study

  • Teaching an area of the curriculum or a general curriculum to a
  • year level

  • Monitoring, evaluating and reporting student progress in key
  • learning areas

  • Implementing strategies to achieve targets related to student
  • learning outcomes

  • Maintaining records of class attendance and recording student
  • progress

  • Implementing effective student management consistent with the
  • school charter.

  • Working with a mentor to participate in professional development
  • planning, implementation and reflection developing a professional
    portfolio

    Additional responsibilities may include but are not limited to:

  • Supervising a range of student activities including support and
  • welfare programs

  • Contributing to a range of co-curricular programs

Who May Apply

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.


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


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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