Belle Vue Park Primary School is located in the Northern suburbs of Melbourne in the residential suburb of Glenroy. The school core values of honesty, respect & tolerance form the basis of the interpersonal relationships of staff, students and parents. Our school has positive relationships with our community and parent opinion survey results have been consistently at or above state benchmarks as do our student attitude to school survey results. Our students are drawn from a wide range of nationalities and our school community is diverse ethnically, culturally and relatively homogeneous socio-economically. Approximately 70% of students are from families where English is not the main language so there is a very strong focus on the development of oral language and literacy skills.
Our whole school curriculum focus is on improving student learning outcomes in the core subjects of reading, writing and numeracy. Our school also nurtures and supports student curiosity by offering a range of inquiry based learning, science and STEM activities.
Our staff plan and teach together in teams, sharing strategies, resources and expertise. They are committed to providing the best possible programs for all our students. The use of data to inform our teaching is critical and our Professional Learning Teams focus on using student data to develop appropriate strategies to cater for variation in student abilities. The school places a great emphasis on supporting students at their point of need through a differentiated model which utilises the skills of each teaching team member. This allows for more flexible groupings using cohort data and allows us to more effectively address individual student needs.
Class sizes across the school are small (average of 20 students per class) from Foundation-6 and extra support is provided at each year level either in the form of intervention, extension or small group activity. The school has a very successful and well established wellbeing program offering students a variety of support strategies and programs. Our philosophy reflects the concept of student empowerment with student advisory teams, student congress and other leadership roles which develop student character and nurtures leadership.
Our school has developed and refined the S.O.L.E. (Self Organised Learning Environments) inquiry process which centres on the principle that students can take greater responsibility for their learning and behaviours and be more active learners (gradual release) with the philosophy of “connecting emotions and learning”. Utilising student interests and adopting an inquiry approach where possible allows us to foster student curiosity, engagement and agency. Currently specialist lessons are provided in Visual Arts, Science and Physical Education.
We are fortunate to have excellent grounds and facilities. The school’s contemporary design and spaces accommodate a range of teaching strategies and learning environments for students.
Our School has a community hub which offers Maternal Child Health services, first Mother’s groups, playgroups, 3 and 4 year old Kindergarten programs as well as onsite counselling services.
Our School Improvement agenda is informed by a variety of evidence based educational, neuroscience and trauma informed practice research. The school delivers a range of D.E.T. strategies including High Impact Teaching Strategies (H.I.T.S.) Building teacher practice and ensuring consistency in lesson planning & strategy continues to be a major focus. Explicit, differentiated teaching and engaging, interesting learning activities support our students to become happy, well rounded, confident members of their community.
Embedded school values, a focus on continuous improvement and the use of innovative ICT applications all foster student skill development and are evident in the school.
As we respond to the ever changing landscape of education we are mindful of the importance of preparing collaborative, flexible, curious and self-motivated learners.
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.
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:
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.
The role of classroom teacher may include but is not limited to:
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.