Pakenham Primary School’s vision is to create an inclusive school environment that empowers students to achieve their personal best socially, emotionally and academically. Our purpose is to create a learning environment where all students take responsibility for their learning in order to reach their personal best. We provide each student with the academic, social and emotional skills to become lifelong learners and successful participants in society. We aim to create an inclusive, positive and supportive learning environment reflecting a personalised approach to education.
Pakenham Primary School is centred in a rapidly growing area in the South-East growth corridor. The school will work in partnership with the local community to provide authentic learning opportunities for all students.
Pakenham Primary School is a new school, built to accommodate 475 primary school students. The school represents an innovative, collaborative and contemporary approach to education.
The school has two Learning Communities that have been architecturally designed to allow for a flexible learning space catering for a range of teaching and learning styles. Each Learning Community will house over 200 students and are designed to incorporate learning activities including art, science, independent learning and flexible group work.
The Learning Communities create collaborative interior and exterior spaces providing rich and diverse learning environments. They include a number of physically enclosed and acoustically separate spaces. The intent is to create choice by providing multiple learning settings that can be used in numerous ways. There are small, sheltered learning terraces linked to the Learning Community buildings to extend the collaborative opportunities of the explicit teaching spaces. Along the length of the Learning Community buildings there are several undercover areas that can also be used in conjunctions with interior spaces. There are multiple openings along the length of the building that open onto the Learning Street. The Learning Street promotes the inclusion of outdoor learning activities.
There is a dedicated building for Performing Arts and Physical Education. There will be a strong focus on developing the arts into the school culture. This building also houses the school canteen and can be used after hours by different user groups.
Pakenham Primary School acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture. We have a shared responsibility to create a positive learning environment for the children and young people at our school. Pakenham Primary School’s three school-wide expectations of Be a Learner, Be Respectful and Be Safe reinforce our positive school culture.
Be a Learner
To be a learner at Pakenham Primary School, students need to value the importance of education, put their best effort into learning, utilise a range of learning strategies to achieve success, and demonstrate a growth mindset.
To be respectful at Pakenham Primary School, students need to maintain an attitude that demonstrates respect for themselves, others, learning and the environment.
To be safe at Pakenham Primary School, students need to behave in a manner that exhibits safety towards themselves and others, both physically and emotionally, as well as the environment.
The school will ensure our expectations are demonstrated by:
At Pakenham Primary School we foster a belief that each student will be given the opportunity to achieve social, emotional and academic excellence. We aim to ensure each child learns the strategies, behaviours and attitudes of lifelong learners, along with the social skills needed to work, play and get along with others.
SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Framework for Improving Student Outcomes and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.
SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.
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-curricula 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.
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
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
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.