Job ID 1232055
Location Birralee Primary School
Department Birralee Primary School
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 07/29/2021
Begin Date 08/09/2021
End Date 12/29/2021
Contact Name Mr Ashley Ryan
Phone 9848 4996
School Website www.birralee.vic.edu.au
Birralee Primary School was established on this site in 1970. The original residents from that era are now very elderly – in their 80s and 90s. As a consequence, there has been quite a change in the demographic over recent years. As these houses have sold, younger families with children are moving into the area. The school is set on a hill, in a beautiful location with park-like grounds that take in panoramic views across the treed landscapes of Box Hill North and Mont Albert North.
Manningham City Council has promoted residential growth in recent years with the ‘Doncaster Hill’ project and there are many new high-rise developments that have already been built, are currently under construction, or are planned for the near future. The Eastern Golf Club, which is in close proximity to Birralee, has been sold for housing and construction has now begun – 800 residences are planned for that development alone and Birralee is the closest school. A number of houses in the estate are now finished with a preponderance of young families taking up residence.
Our current 2021 enrolment is 607 students drawn from the immediate areas of Doncaster and Templestowe and from beyond the freeway footbridge into the Mont Albert North, Balwyn North and Box Hill North areas. In the past, many prospective parents had not heard of Birralee PS. In 2013 school council embarked on a well-planned marketing campaign which appears to have been very successful.
In 2010, through the Federal Government B.E.R. initiative, an additional building was constructed including four classrooms, a library and shared learning spaces. During this construction, our old library was converted into a modern, light-filled, fully fitted-out art room. In 2011, the school received notice of a State Government grant of $3 million for a further building project. This project was completed in 2014 and the school has now undergone a transformation with its facilities which are spacious, light-filled modern teaching spaces. The school was also fully landscaped during the building project and the gardens provide an aesthetic appeal which adds to its character. An annual painting maintenance program ensures the buildings are kept fresh and well-presented.
From 2008 to 2013 enrolments remained in the low 160s. However, February enrolments have increased markedly during the life of the current Strategic Plan:
Although the school has been given an enrolment cap of 550, it is expected that this growth trend will continue into the foreseeable future as the new Tullamore housing estate (800 homes in our zone) and other multi-unit developments occur. The school is now experiencing rapid growth which is necessitating careful planning of facilities and staffing. Another two, 5 Mod Relocatable classrooms were installed at the end of 2017 to cater for the increased enrolment of 500 in 2018 and sa further 5Mod GPC (2 classrooms at the beginning of 2019).
In this year's state budget, the school was succesful in being granted a $4.163 million capital works program. Initially this will involve building permanent classrooms to replace portable classrooms and will also involve masterplanning for future growth.
We host a Pre-School to Foundation Transition Program to provide opportunities to showcase our school and to familiarise future students with their new school. Many new parents to the school hear of us from friends, are recommended by childcare and pre-schools or have researched our school on the internet. Consequently, our internet presence has become an important area upon which the school has chosen to focus. We have moved to electronic communication rather than paper newsletters, email alerts and have apps for parent smartphones enabling better communication between school and parents.
Eleven years ago, the school has embarked on the Spalding Language Arts Program – a specialised and very explicit method of teaching literacy. All classroom teachers are trained in this program and regular refresher courses and PDs are undertaken to ensure the consistent application of the Spalding method, across the school. There are high expectations set for all students at Birralee in all areas of achievement.
The school has an increasing number of EAL students, in 2016 our Foundation enrolment of 84 students included 40% who spoke a language other than English at home; in 2017 that figure was 50%, this year, 2018 the figure is 58% - this figure is expected to continue to grow. Our students come from a wide variety of family backgrounds (30 different nationalities and all major religions. Our Student Family Occupation index is 0.2389, indicating a high socio- economic demographic. We see this reflected in parental expectations of high student academic and creative results, behaviour and values. Fourteen percent of our families also qualify for Camps, Sports and Excursions (CPE) government funding.
The school currently runs 24 classes divided into 4 x Foundation classes, 4 x Year 1 classes, 4 x Year 2 classes and 4 x Year 3 classes, 4 x year 4 classes, 2 x Year 5 classes and 2 x Year 6 classes. Staffing comprises: Principal, 2 x Assistant Principals, 24 classroom teachers, 2 part-time art teachers, full-time Mandarin teacher, 2 part-time Physical Education teachers, a full-time science/music teacher and part-time English as an additional language teacher, 13 integration aides, one Office Manager and a part-time Office Assistant.
We have a mix of experienced, mid-range and graduate teachers. There are 19 students who receive funding under the Students with Disabilities Program; predominantly for autism, but also including severe behaviour disorder, severe language disorder and intellectual disability. The aides support those students on the Program for Students with Disabilities as well as a number of students with significant difficulties who are deemed ineligible for PSD funding but nevertheless require assistance. Speech Pathology is provided where needed.
The school’s HATS (Highly Able and Talented Students) program aims to identify those students who work well above their year level (2 years or more). Support and extension programs aim to engage these students and cater for individual abilities and interests. There is an expectation that teachers know the abilities of their students very well and therefore cater for them in all lessons.
Birralee has a commitment to ICT. We provide for annual upgrading and improvement of the ratio and facilities. Our ICT infrastructure was completely modernised during the $3million capital works program in 2012/13 and we now have new cabling throughout the school, a dedicated air-conditioned server room and a switch room. This upgrade has vastly improved the capacity and reliability of the system. There is access to laptop computers in all grade 3 to 6 classrooms, 5 iPads in all F-2 classrooms and a fully-fitted, purpose-built computer room with 28 computers and an interactive whiteboard. All teachers have laptops and use them with interactive whiteboards or smart TVs, in each classroom for a wide range of planning, teaching, evaluation and professional development activities. The local intranet is used by all teachers and students.
Leadership opportunities exist for students at Birralee as follows: School Captains (2), House Captains (4), Sports Captains (2), Environmental leaders (2), STEM Leaders (2), Library Leaders(2), Band Leader, Choir Leader, and Visual Arts Leader. Additionally, students from Year 5 & Year 6 (2 from each class) have the opportunity to represent the students on our Junior School Council.
Our performance arts focus is quite extensive with many opportunities to develop public performance and delivery skills through speaking, debating, a dance program, choirs, musical instrument instruction, band, recorder group, musical soirees, weekly assembly performances and an annual whole school production.
Students also have extensive opportunities in the sporting and physical education area with dedicated weekly P.E. lessons, a swimming carnival, swimming lessons, whole school athletics carnival, inter-school sports days, tennis lessons, gymnastics lessons and a variety of sports clinics throughout the year such as hockey, soccer, basketball, netball and football.
These programs are consistently supported and enthusiastically encouraged from within the community. These elements, together with DET initiatives, professional development and a professional, dedicated staff drive our educational vision, curriculum and teaching and learning practices.
The school has a strong commitment to the school-home partnership. The education of the child is a joint responsibility and we endeavour to create close links so that together we bring out the best in each child and maximise their learning outcomes. There are many opportunities for parents to be involved in the school whether it is as a volunteer helping out in class, on excursions or community events or more formally as a member of school council or by serving on a subcommittee of council. We also have a wonderful PFA which provides magnificent assistance to the school by organising a whole host of activities throughout the year such as the family fun night, fathers’ and mothers’ day breakfasts, trivia night, family disco, and so on. The PFA is also instrumental in welcoming new families into the school and is very active at our Foundation orientation program each November.
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.