Thornhill Park Primary School was established in 2023 and is located in the suburb of Thornhill Park approximately 40 kilometres west of Melbourne. Our school has capacity for 850 students and caters for students from Years Prep to 6. The grounds sit alongside a new creek installation in the Thornhill Park Estate and is surrounded by many new houses, bike paths and open park spaces. The school community will be culturally diverse with many families coming from a language background other than English. We aim to provide a strong culture of inclusion and establish a supportive environment for all students.
Our staff will have a range of experience and work in teams to provide differentiated programs for all students. We value the establishment of a strong culture and look to build a team of people who have students at the centre of their decision making and strive to make an impact. We offer a curriculum based on building strong foundations in Literacy and Numeracy, whilst providing students with a range of real-life and problem-based experiences. Our teaching spaces also enable us to have a Specialist hub consisting of Physical Education, Food Tech, STEM, The Arts and Auslan. Our learning environments provide opportunities for students to explore their curiosity and develop as 21st Century citizens.
Thornhill Park Primary Schools vision is to ensure
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Our students are happy, empowered, curious and resilient learners.
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Our curriculum is challenging, engaging, inclusive and relevant and supports each student in achieving their full potential.
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Our staff are committed to providing high quality curriculum and a caring, inclusive classroom environment.
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Our environment is welcoming, social, safe, positive and stimulating and encourages our students and staff to learn, develop and achieve success.
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Our school community is committed to an ever developing, positive, supportive and collaborative partnership between home, school and the community.
Our school values are Respect, Integrity, Persistence and Wellbeing.
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We display respect in all aspects of our school lives from the way we interact with each other to the way we treat our environment.
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We have integrity by always striving to do our best at school and ensuring we are honest and trustworthy citizens.
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We are persistent in challenging situations and always trying to give our very best. Being persistent enables our community to acknowledge that it is okay to make mistakes as this helps us to learn and to strive for excellence.
We value wellbeing for all members of the community. We strive for people to be at their best when at school, so we endeavour to differentiate our approach to ensure we are inclusive and provide support for all students and staff. We recognise that optimal learning occurs when students are happy and healthy.
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Demonstrated interest in working collaboratively with a range of professionals to improve communication, language and literacy outcomes for children and young people.
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Willingness to learn and implement strategies that support children's language development and autonomous communication, including the use of Augmentative and Alternative communication systems.
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Demonstrated ability to use a range of assessment and outcome measures to develop and evaluate intervention programs and curriculum delivery.
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Demonstrated exemplary communication and interpersonal skills when working with students, families, colleagues and other professionals.
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Highly developed organisational skills with demonstrated ability to work independently, utilise effective time management strategies, establish priorities and meet deadlines.
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Demonstrated ability to design and deliver professional learning for teachers, education support staff and other relevant professionals, in the areas of language and communication.
[Attendance requirement for this position]
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
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to work with the Principal Class and Wellbeing team to maintain the high standard of therapy services
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to work cooperatively within transdisciplinary teams developing Individual Learning Plans and reports for students
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to work with transdisciplinary team to develop, implement and evaluate class-based programs that incorporate theraputic interventions and support student learning
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to attend and contribute to Student Support Group meetings
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to prioritise and cater for students, communication needs, including assessment, design, production and programming of AAC devices etc.
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to provide comprehensive speech therapy assessments as identified by transdisciplinary team, e.g. swallowing, expressive and receptive language, AAC etc
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to liaise with and provide support to community agencies and other professionals in relation to students¿ communication needs
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to participate in a range of ongoing professional development to further professional knowledge, skills and practice
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provide relevant professional development for school staff as part of the wellbeing team
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to participate in annual performance and development program to attend a variety of meeting e.g. staff, departmental and team.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
This job is advertised as a full-time position, but the timefraction may be negotiable for the right candidate. Please outine in your application if you would prefer part-time hours and the time fraction you would prefer.
