Kingswood Primary School is located in an attractive, quiet residential area of Dingley Village. We have 525 students (24 classes). The school's educational philosophy is based around the concept of laying the `Foundations for Success¿ and making a `Positive Difference¿ to the lives of every student. To achieve this, it is important to discover the individual talents of each child, to put students in an environment where they want to learn and where they can discover their true passion.
Kingswood is a Habits of Mind School. Habits of Mind are dispositions that are skilfully and mindfully employed by intelligent people when confronted with challenges. Kingswood implements 'Visible Thinking' protocols from the Harvard Graduate School of Education. Habits of Mind and Visible Thinking are strategies that assist students to problem solve, become more intelligent and successful students and adults in later years. We are extremely passionate about developing the thinking skills of our students so that they will be successful throughout their lives. Kingswood is also a model Professional Learning Community (PLC) school. Kingswood provides numerous opportunities for colleagues from across the region to come view our practices in action.
Kingswood's Brand is engaging, innovative and caring in everything we do to cultivate a great teaching and learning environment. At Kingswood we value that:
1. We are here for the students
2. Lead the way
3. Thrive in a team culture
4. A place to shine
5. Connected to community
Kingswood Primary has flexible teaching spaces, allowing us to design a curriculum that meets the needs of learners who are thinkers. Students are provided various entry and exit points to support learning in all curriculum areas by using the gradual release model. Students have the latest technology such as Chromebooks, MacBooks, iPads and interactive TVs in every classroom. The school is a leader in innovative technology and proudly provides specialist programs in Science, Visual Arts, Performing Arts, Japanese and Physical Education that all complement class programs.
Further opportunities for our students are provided through a range of support and extension programs. Students are given opportunities to participate in a range of extra-curricular programs including adventure camps, swimming programs and numerous sporting activities. We offer a school developed Japan Study Tours for Year 5 and 6 students every two years.
Kingswood is a Stephanie Alexander Kitchen Garden school. Students are introduced to the pleasures of preparing, cooking and eating a variety of foods they have grown in the garden. We even have our own free-range chickens and fresh eggs are collected daily.
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:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
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:
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Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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 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
Who are we looking for?
Teaching staff at Kingswood Primary School, regardless of classification or experience, are expected to possess four central and inter-related attributes:
- Preparedness to work within a culture of sharing and collaboration
- Capacity to assist in building a sense of community
- Strive for continual improvement in professional effectiveness by participating in the learning process
- Possess a love or learning and role model being a life-long learner
- Promote a culture of visible thinking through the implementation of the 8 cultural forces as prescribed by Harvard Graduate School of Education
The successful candidate will lead, support and work within this environment.
All staff at Kingswood PS lead learning by embracing contemporary methods and ideas about teaching and learning of VTLM 2.0. Staff have a deep understanding of the importance of building authentic relationships between pupil and teacher.
All teachers must be prepared to share and collaborate. This includes a commitment to contribute to professional learning communities beginning with, but not limited to, the team in which the teacher works. All teachers at Kingswood Primary School lead, share and reflect upon teaching and learning strategies and their own professional practice. They collaborate to implement innovative curriculum programs and share best practice. The alignment of curriculum, teaching and learning strategies, assessment and reporting underpins planning and preparation for all teachers.
Beyond the school walls
Teachers who are leaders in learning also demonstrate educational and curriculum leadership through their ability to network within and beyond the school. Networks facilitate reflection, planning and learning and revitalise skills.
At Kingswood Primary School, teachers build a sense of community through the establishment of a learning culture. They seek to strengthen the teaching community through their sharing and collaboration. They also strengthen the quality of distributed leadership throughout the school by their active involvement across a variety of operational areas. All teachers are active and instrumental in constructing relationships with all stakeholders in the school, local communities and through professional Communities of Practice.
Essential capabilities
Teacher capabilities impact directly upon the school¿s level of performance. Teachers at Kingswood need to bring the capabilities listed below to our school community:
- Possess high levels of energy and enthusiasm
- Be a visionary thinker
- Be an effective facilitator
- Be able to explicitly teach and model key concepts
- Value and respect difference and diversity
- Have an unwavering commitment to educational excellence
- Demonstrate and model resilience and optimism
- Have well developed interpersonal skills
- Generate feedback and suggestions for improvement
Staff at Kingswood Primary School know how students learn and build on the knowledge their students already have. They have a strong grasp of the content in the core teaching areas of English and Mathematics. They use an array of teaching strategies matched to the learning styles of their students. They centre their teaching on the experiences and existing knowledge of the students, equipping them with the learning and skills they can use in everyday life.
Teachers at Kingswood Primary School expect that every student has the capacity to learn. They endeavour to ensure that every pupil is successful. To maximize opportunities for all students to succeed, teachers adapt their teaching approaches to meet the individual needs of the students, including high potential and under-achieving students.
Teachers at Kingswood Primary School establish rigorous systems of accountability, by which student and school performance can be evaluated. They use performance data to monitor student performance and also as a means of reflecting upon their teaching and future curriculum directions.
At Kingswood Primary School all teachers promote learning and improve learning outcomes by ensuring:
- The learning environment is supportive and productive
- The learning environment promotes independence, interdependence and self-motivation
- Student¿s needs, backgrounds, perspectives and interests are reflected in the learning program
- Students are challenged and supported to develop deep levels of thinking and application
- Assessment practices are an integral component of teaching and learning
- Learning connects strongly with communities and practices beyond the classroom.
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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
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.
