Department of Education - Victoria

Location Profile  

VISION

`Every child will flourish with time, effort and support.'

VALUES

We value the 3 R`s

RESPECT   RESPONSIBILITY   RELATIONSHIPS

We demonstrate them when:

We RESPECT:

            -           Individual differences

      -           Ourselves

      -           Cultural diversity

      -           Others opinions

      -           Others feelings

      -           Property

We take RESPONSIBILITY for:

            -           Our behaviour

            -           Our actions

            -           Our attendance

            -           Our learning

            -           Our belongings

            -           Our dress code

            -           Our school

            -           Our environment

      -           Doing our best

We build RELATIONSHIPS with each other by:

            -           Being honest & trustworthy

            -           Caring about the feelings of others

            -           Treating others fairly

            -           Being well mannered

            -           Resolving differences calmly

MISSION

We believe that each child will succeed through experiencing quality in:

• A broad and challenging curriculum;
• An enriching program of extra-curricular activities and visits;
• A stimulating learning environment;
• Leveraging digital & up-to-date learning resources
• Innovative teaching and an investigative approach to learning
• An ethos of support, challenge, reflection and encouragement to succeed; and
• Learning partnerships between school, home and community.

CONTEXT 
 

Alfredton Primary School is situated in Ballarat West and has long been a school of choice in the community.

School enrolments peaked at over 600 in 2016. Numbers are now in the high 400s.

The school is held in high regard within and beyond the community Students enjoy an excellent environment, not only for their learning, but also for their active and passive recreational pursuits. 
The Alfredton school community has the expectation that all children will reach their full academic and personal potential with the school providing appropriate curriculum programs and effective teaching practices. The school is part of the South Western Victoria Region.

Whilst the key focus of the school is Literacy and Numeracy, classroom programs provide a broad curriculum across all key learning areas - the Arts, English, Health, Physical Education, Mathematics, Languages Other Than English, Science, Humanities and Technology.
The classroom programs are supported by Educational Support Staff, ESS. Specialist teachers conduct weekly classes in well-resourced specialist classrooms in Japanese, Physical Education, Visual and Performing Arts and Science. In addition, a tutoring program (TLI), Literacy Support and High Achievers Program (VHAP) are provided.

As well as a comprehensive curriculum, an extensive range of extra curricula enrichment activities are offered, which include sport, performing arts, instrumental music tuition, choir, structured clubs, special days, an annual concert/multi-media event, excursions, incursions, and camps. Students also enjoy many opportunities for leadership.

Restorative Practices underly our Code of Conduct. Values based education and Respectful Relationships is taught at all year levels. Student Voice and Agency is promoted and actioned across the school.

Individualised Education Plans are developed for students at all levels to deliver personalised and differentiated learning at each student point of need.

All learning environments have access to high quality facilities, programs, equipment, and current technology, allowing students to experience exciting, hands-on student-centred learning, catering their interests and talents through access to networked devices.

Bring Your Own Device (BYOD) is implemented from Year 4 and enhances digital learning and development of ICT skills across key learning areas.

As part of their commitment to the development of a highly effective learning environment, and to take advantage of opportunities to pursue their own professional growth, the staff reflect on ways to improve overall team performance. The staff are focussed on refining, improving, and changing instructional practices to improve student achievement by committing to the implementation of the Professional Learning Team (PLT) Inquiry Cycle which is meticulously planned, implemented, and reviewed.

Inquiries are based on the Department of Educations Improvement Cycle:

·         Evaluate and Diagnose

·         Prioritise and Set Goals

·         Develop and Plan

·         Implement and Monitor

To strengthen family engagement in learning and wellbeing and lift our student outcomes, we welcome parents, involvement in their child's learning through; School Council, information evenings, parent-teacher interviews, community events, media platforms, feedback, and our open-door policy.

Program Benefits 

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

Conditions of Employment 

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. 

The appointment of successful applicants will be made subject to satisfactory pre-employment conditions check. 

A probationary period may apply during the first year of employment and induction and support programs provided. 

Eligibility for incentive payments: 

• The successful candidate is committing to a minimum of 1 year employment at this school. 
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy. 
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence. 

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