At Campbellfield Heights Primary School (CHPS), we pride ourselves on being a warm, inclusive and supportive community where every student is empowered to thrive. We are committed to fostering independence, curiosity and success in learning, while nurturing our students to become active and responsible citizens.
With an enrolment of 140 students and a dedicated team of 28 staff, our school offers a close-knit environment where collaboration, innovation and professional growth are valued and celebrated.
Why Campbellfield Heights?
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Our Values: Kindness, Respect, Resilience and Safety guide everything we do. Through the School Wide Positive Behaviour Support Framework, we create a learning culture that is safe, engaging and inclusive for all.
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Our Facilities: Established in 1972 and located just 15 km from Melbourne's CBD, our school is set on spacious grounds with well-equipped learning spaces, a Community Hub, large oval, turfed sports courts, pavilion, gardens, natural play areas and playgrounds designed to inspire active learning.
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Our Community: We are proud of our diversity and celebrate it with events such as Harmony Day, themed activity weeks, family sports events, welcome barbecues and community evenings. Our families and students bring a richness that makes Campbellfield Heights a truly special place to work.
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Our People: Our team is a dynamic mix of early-career and highly experienced staff. With roles including Principal, Assistant Principal, Disability Inclusion Leader, Wellbeing Leader, Hub Coordinator, Classroom Teachers and Education Support staff, we work collaboratively to share expertise and strengthen teaching practices.
Professional Growth and Support
At CHPS, teachers are supported to be innovative, reflective and continuously growing professionals. Working within Professional Learning Communities (PLCs), we use data and research to drive improvement and achieve the best outcomes for our students. Our focus areas include English, Mathematics and Wellbeing, supported by targeted literacy, numeracy and wellbeing interventions.
We also offer specialist programs in Italian, Visual Arts, Performing Arts and Physical Education, enriching our students' learning experiences.
Our Commitment
We are dedicated to creating an environment where both students and staff can flourish. Through our positive behaviour framework, we build respectful relationships, resilience, mindfulness and a culture of wellbeing. Staff at CHPS are valued, supported and empowered to make a genuine difference in the lives of their students.
If you are passionate about teaching, thrive in a collaborative environment and want to work in a school that celebrates diversity, fosters growth and prioritises wellbeing then Campbellfield Heights Primary School is the place for you.
SC 1: Qualifications or substantial experience in mental health, social work, psychology or a relevant community health or welfare field.
SC 2: Ability to provide direct counselling support and other early intervention services for individual students and groups identified as at-risk and/or experiencing or demonstrating mild to moderate mental health needs
SC 3: Highly developed communication skills and interpersonal skills, including the ability to build positive relationships and work collaboratively with a wide range of people within the education and wider community.
SC4: Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks
SC 5: Demonstrated commitment to school priorities, including Mental Health in Primary Schools, Respectful Relationships, Social/Emotional Learning and/or other relevant programs.
Part time (three days) position.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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.
The responsibilities of this position will include:
- Provide Care Management as needed in regards to social/emotional needs of students
- Provide relevant information on available resources to students and their families
- Organise and help facilitate group/individual programs based on the needs of the cohort at any given time
- Provide information to parents on students' social progress and referral to external services, as appropriate
- Provide support to Classroom Teachers and Education Support Staff to promote wellbeing education
- Provide supportive intervention for individual students where required, including Behaviour Support Plans and Coping Plans
- Promote and facilitate pro-social activities and services, including lunchtime clubs
- Perform other duties appropriate to the classification, as determined by the Principal
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
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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
