Job Details
Job ID
1440089
Location
Mount Evelyn Primary School
Department
Mount Evelyn Primary School
Role Type
Mental Health Wellbeing Leader/Other
Full/Part Time
Full-Time
Ongoing/Fixed Term
Ongoing
Classification
Leading Teacher Range 3
Apply By
10/17/2024
Other Information
Begin Date
01/28/2025
End Date
01/27/2028
Hours38.00
Contact Name
Trevor Vass
Phone
03 9736 2233
School Website
https://mtevelynps.vic.edu.au/
Location Profile
Are you an exceptional educator who excels in leading and influencing whole school practices? Do you have a passion for student mental health and wellbeing and inclusion of students with disability? If this sounds like you, we would love to hear from you.
The school is seeking a motivated leading teacher to lead and strengthen our school wide practices related to mental health and wellbeing, and disability inclusion. We are seeking an enthusiastic, hard working, team oriented leading teacher who understands the importance of creating positive and supportive relationships with colleagues in order to impact change through the promotion of student mental health wellbeing and disability inclusion practices, whilst maintaining high expectations.
Applicants are encouraged to call the principal for further information about the school and position. Please include your name as either a header or footer in both your CV and selection criteria response. Written responses to the selection criteria should not exceed 5 pages total.
About the school.
Established in 1910, Mount Evelyn Primary School has a long and very proud history of educating children of families living in the local area. Situated on the corner of Monbulk Road and Clegg Road, the school attracts families from within our school zone and those commuting daily from the Yarra Valley. The school, recently modernised throughout, consists of 19 classrooms, specialist areas including the visual arts room, a science area, a LOTE space, a performing arts hub and library. The school also boasts a large gym, a community building and attractive outdoor areas including a synthetic turf oval, two basketball courts, multiple playgrounds and a sensory play area including a vegetable garden and chicken enclosure.
We have an anticipated 2025 enrolment of approx. 395 students, grouped into 19 classes. Although our overall socio-economic profile places us in the low-medium range, we cater for a very diverse community. Mount Evelyn PS has 38 equivalent full-time staff including 2 principal class, two Learning Specialist, 24 full and part time teaching staff and approx. 25 education support and administration staff.
At Mount Evelyn Primary School, we teach children to become lifelong learners and to not just see school primarily as a place of knowledge acquisition. Emphasis is placed upon the use of thinking tools and our students are specifically taught the importance of self-management, working collaboratively and taking responsibility. The school values of integrity (Be your best) care, respect, safety and responsibility provide the foundations for achieving this. We believe that learning is a journey, not a race. Whilst each child may make that journey in their own unique way, given adequate time, guidance and support, all can make the journey.
Our Gradual Release of Responsibility Instructional model, based on latest research and evidence from the Science of Learning field, sees teachers using highly explicit methods for the teaching of literacy and numeracy skills, scaffolding knowledge and releasing students to practice and application where they independently and confidently demonstrate their learning and key understandings. Our focus is to ensure all students develop strong foundations in literacy and numeracy that will enable them to be independent learners.
Student wellbeing is supported through the engagement of a fulltime wellbeing coordinator and strong support and pastoral care programs including chaplaincy, Kids Hope, Buddies and peer mediation. Our whole school wellbeing process is based on the Berry Street Educational Model in which most staff are fully trained. In 2024 we are beginning a three year partnership with Real Schools to further promote our school culture and practices.
Disability Inclusion practices are well established at Mt Evelyn PS. We have a significant number of students who receive addition funding under the PSD/DI initiatives for a range of disabilities. Most classes have at least one full time ES staff member supporting both students and teachers.
Specialist programs include visual arts, performing arts/music, health and physical education, science, global education and Auslan.
Mount Evelyn Primary School also offers and promotes a large number of extracurricular activities including whole school productions, arts festival, choirs, camps and excursions, leadership development, and Hands on Learning. Students engage in sporting opportunities including inter school sporting competitions, Hooptime, cross country running, swimming programs and athletics. Staff and student led lunchtime clubs provide opportunities for students to opt into interest based clubs, choirs and social skills/games groups. The school offers instrumental music opportunities and boasts a large school run Out of School Hours Care and Vacation care program.
Mount Evelyn Primary School encourages all teachers, students and families to work together as a learning community; one that is dedicated to caring and support, active participation and positive expectations for all students.
Selection Criteria
SC1 Demonstrated high level knowledge of mental health and wellbeing curriculum and the ability to apply exemplary practices in primary schools
SC2 Demonstrated high level knowledge and skills related to inclusive education practices for students with disability.
SC3 Demonstrated high level ability to influence the development, implementation and evaluation of school wide processes and strategies relating to the promotion of student mental health and wellbeing, and inclusive education practices for students with a disability.
SC4 Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative and influential relationships with students, parents, colleagues, and the broader school community to focus on improved outcomes for students with a disability, and students¿ mental health and wellbeing.
SC5 Demonstrated ability to support a student¿s mental health and wellbeing outcomes, and/or inclusion in education, by developing and maintaining connections with external services. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties
Role
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Responsibilities
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
Leading and managing staff performance and development (review of staff);
Teaching demonstration lessons;
Leading and managing the development of the school's assessment and reporting policies and practices;
Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
Responsibility for general discipline matters beyond the management of classroom teachers;
Contributing to the overall leadership and management of the school;
Contributing to the development of proposals for school council consideration;
Developing and managing the school code of conduct.
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 marrung@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
Mt Evelyn PS is looking for an influential leader to strengthen the already well-established mental health and wellbeing, and disability inclusion practices across the school. This non classroom based position will be a part of the school¿s leadership team. The Mental Health and Wellbeing Leader/Disability Inclusion Leader role at Mt Evelyn PS will be responsible for implementing the Department¿s Mental Health in Primary Schools reform: Mental Health in Primary Schools, and Inclusive Education reform: Disability Inclusion
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.