Mirniyan Primary School opened in Term 1, 2025 and we are providing the growing local population access to a 21st Century education with a vibrant and dynamic learning environment close to home. It will be able to enrol up to 650 students when the school is complete. The school is located at 75 Welsummer Drive Clyde North, 3978 in the southern- eastern growth corridor, in the City of Casey. The 2026 new school zones are published online at findmyschool.vic.gov.au. The school facilities include learning neighbourhoods, an administration building a community hub, hardcourts and sports field/oval. Additional information can be found at: Mirniyan Primary School.
Mirniyan Primary School is a state-of-the-art educational facility that from the outset strives for high student achievement and excellence. Mirniyan Primary School is a dynamic learning community providing diverse, nurturing and challenging educational opportunities. As a learning community, we have a collective commitment to nurturing strong positive attitudes to lifelong learning to develop our students as empowered citizens with strong voice and agency by supporting them to reach their personal best and full potential, both academically and socially.
Our school is diverse and culturally rich with large proportion of students having a language background other than English (LOTE) spoken in the family home. We are proud of and celebrate our diversity and inclusive school community.
We recruit highly professional, dedicated and dynamic staff who are committed to ensuring all students achieve their personal best potential by constantly striving for their own continual professional growth and encouraging students to do the same in learning and wellbeing.
Mirniyan Primary School principal and staff, along with our school community have the exciting opportunity to serve our local community to collaboratively develop an aspirational culture that is inclusive and welcoming, with high expectations for success.
Our vision is to develop confident and curious learners who respect and care themselves, others and our environment and always strive for growth.
Our mission is to develop the skills, attitudes, abilities, and dispositions of students to achieve their full academic, creative and emotional and social potential to enable them to be confident and responsible global citizens who can make positive lifelong contributions to society and the world.
To foster our dynamic, safe and secure learning environment, we promote and embed our school values of RESPECT, CARE and GROWTH. Our values are also integral to fostering positive and inclusive relationships across the school between staff, students, families and the community.
We respect ourselves, others and our lands and understand that our attitudes and behaviours influence and have an impact on us, the people and world around us.
We care for ourselves, others and our environment by modelling and demonstrating kindness and thinking about the intention and impact of our behaviours and actions.
We strive for growth, by working hard, having self- determination and perseverance when we are challenged, and we welcome mistakes as valuable learning.
We aim to develop our students into:
Passionate, confident, and curious learners with inquiring minds who have a lifelong love and joy of learning.
Thriving and flourishing, empowered global citizens with highly developed learner agency and voice empowers them to impact positive change in their own lives and in the world around them.
As a school community, we live and breathe our values and have collective responsibility to nurture and develop positive learner dispositions and mindframes in all members of our learning community. Our learner disposition and mindframes will be embedded across the school curriculum and all school activities.
LEARNER DISPOSITIONS
CURIOUS -Staff and students cultivating curious and inquiring minds.
COLLABORATIVE: works with others and is open to new and different ideas, perspectives, and opinions of others.
UBIQUITOUS LEARNER: Has a curious mind and is a learner who believes that learning, thinking and creating are continuous, never ending and take place anywhere, anyhow, and anytime.
REFLECTIVE RISK-TAKER: Willing to take risks, have a go and comfortable with the discomfort of challenge and stretch when learning. (Learning Pit.) Welcomes mistakes as valuable and opportunities to learn. A goal setter, getter and assessor who seeks feedback, assesses learning strategies and processes applied and sets new goals to continually grow.
INDEPENDENT AND INTERDEPENDENT LEARNER: a resourceful and independent learner with initiative and drive who also values working and learning together as a member of our learning community.
OPEN-MINDED: Cultivates a Growth mindset- Willing to challenge one¿s thinking, be challenged by others, change one¿s mind, adapt and change their approach as new problems arise and willing to receive feedback.
UNIFIED- We all belong and work together to cultivate a positive and inclusive learning community.
SELF-DETERMINED: A determined and autonomous self-regulated learner who can be patient, persist and persevere when challenged and experiencing productive struggle.
STAFF MINDFRAMES FOR A POSITIVE LEARING CULTURE
We have students at the centre.
We all belong.
We all continually grow and improve.
We have high expectations and positive intent for all.
We believe education is transformative.
STUDENT MINDFRAMES THAT ALLOW THEM TO THRIVE
Know their current level of understanding.
Know where they are going and are confident to take on the challenge.
Select tools to guide their learning.
Seek feedback and recognise that errors are opportunities to learn.
Monitor their progress and adjust their learning.
Recognise their learning and teach others.
We embrace contemporary research and evidence-based pedagogies and teaching and learning practices. We are committed to ensuring every student has the best possible opportunity to succeed, achieving academic and personal wellbeing success. We provide an innovative, inclusive, and future focused learning environment where all stakeholders are expected to be creative and critical thinkers to achieve and thrive as learners, leaders and citizens.
As a learning community we are all invested in continually striving to learn and grow together to further develop our collective learner agency to ensure our students have the best possible learning and life outcomes.
The successful applicant will play an instrumental role in the development and implementation of contemporary educational practices to support the learning and wellbeing of all students across the school. This position is a fantastic opportunity for the right individual to join our school team and contribute to the establishment of a thriving and dynamic school for our students, staff and the wider school community as our school continues to grow and flourish over the years ahead.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
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Planning and implementing a range of teaching programs or courses of study
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Teaching an area of the curriculum or a general curriculum to a year level
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Monitoring, evaluating and reporting student progress in key learning areas
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Implementing strategies to achieve targets related to student learning outcomes
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Maintaining records of class attendance and recording student progress
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Implementing effective student management consistent with the school charter.
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Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
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Supervising a range of student activities including support and welfare programs
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Contributing to a range of co-curricular programs
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
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have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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
School Tours will be held on Monday 3rd August at 5.00pm & Tuesday 4th August at 4.30pm.
Please call the office on 5929 2299 to book a place.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
