Job Description Location: North East Region | Albury/Wodonga Job type: Full time / From 28/01/2025 - 25/01/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1441795 Location Profile Wodonga Primary School is located in North East Victoria on the New South Wales border and is a member of the Wodonga Federation of Government Schools. We currently have an enrolment of 887 students from Foundation to Year 6. We have over 90 teaching and non-teaching staff. Wodonga Primary is a proud Visible Learning school with staff, students and parents embracing the high effect elements of teaching and learning. Education at Wodonga Primary School strives to Engage Learning and Expand Minds. Our school community believes that by providing a stimulating and engaging culture, we foster inquisitive learning and generate a 'desire to learn' in all stakeholders. There are five vision principles that guide our learning focus: Collaboration- working together to achieve more Challenge- high expectations and ambition to achieve Curiosity- wondering about the world and seeking to discover Community- a sense of belonging, commitment and shared responsibility Culture- shared vision to achieve success A school day at Wodonga Primary school is a dynamic learning experience for all students. Our flexible learning spaces enable students to learn in a wide variety of situations. Through a systemic instructional models, students learn from each other and build independence and collaborative behaviours. Students are challenged to expand their minds in learning and to be aware of their learning progress. Teachers are challenged and supported to be the best teacher they can be through the guidance of a supportive leadership structure which includes four Principal Class staff, and in 2025, four Leading Teachers (two Literacy Leading Teachers and two Mathematics Leading Teachers). Classes are structured into year level groups with students using our learning environment interactively in a multitude of ways. Learning continues in specialist areas of Art, Physical Education, Music, STEM, TEAMS and Computer Studies. Keeping learning visible supports the development of our learning culture. Students use the five Learner Qualities of: Connect, Question, Persist, Reflect and Self-Aware to monitor their learning and to approach challenges with confidence. Our school promotes strong social and emotional skills which are vital for the development of a positive climate for learning. Staff engage in a range of community events to build strong partnerships between home and school. We have an Educational Support dog, called Barkley who is pivotal in engaging students, providing much needed support to students who are in need. Our focus on Wellbeing is enhanced through our large Wellbeing team which consists of a Welfare leader for PSD & DIP funded students, a Psychologist and Guidance counsellor, and two Wellbeing Leading Teachers. Applicants should be aware that Wodonga Primary School values a collaborative teaching and learning culture which is supported by dynamic teachers. Professional Learning Communities (PLC) drive our collaborative practices, with a consistent focus on implementing PLC Inquiry Cycles. It is the school¿s expectation that teachers regularly embrace change of year levels across the school and consider specialists' roles to continually develop an environment of strong healthy teams. Building Practice Excellence through professional dialogue and discussion is valued in our school with staff encouraged to participate in a range of forums to share their expertise and teaching philosophies. Staff reflect upon their teaching practice and continue to strive to provide an enjoyable, engaging and relevant learning environment for all students. Collaborative planning is expected to support teachers and to enhance curriculum delivery. Teachers aim to provide a structured curriculum that enables all students to experience success as well as being challenged to extend their thinking and understandings. Student progress and development is reported to parents via Compass. Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and Mathematics skills across the curriculum. SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth. SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning. Role Building Practice Excellence Support, mentor and coach teachers to improve literacy teaching practice to achieve strong student outcomes. Support with professional development for staff that are identified through professional learning needs within literacy teaching through the Differentiated Learning Support Document Model literacy lessons for identified areas of need for targeted support for staff. Attend year level collaboration to support and/or lead planning and curriculum implementation. Support staff to ensure curriculum planning is high quality, data driven and differentiated. Plan, lead and facilitate Literacy PLT meetings as per meeting schedule. Ensure the fidelity of the literacy Instructional model in all classrooms On a needs basis, support and coach Graduates, including completing their VIT registration Provide DIP support via collecting evidence of teaching practice and student learning behaviours in literacy sessions, observations, writing reports, providing recommendations and creating resources to support the IEP. Where necessary, support staff in implementing IEPs for DIPS, with administering further diagnostic assessments to identify and pinpoint student need for students that are experiencing challenges with their attainment of literacy skills Evaluating Impact on Learning Working with teams, Education Support team and individual staff to best identify and support student needs in literacy Work with staff to provide observations of at risk students in the area of literacy. Provide advice on identifying points of need and develop plans to support them in their learning. Where necessary, support staff with administering further diagnostic assessments to identify and pinpoint student need for students that are experiencing challenges with their attainment of literacy skills Understand the whole school assessment schedules support the Assistant Principal in the implementation of the assessment schedule across the school year Work alongside the overseeing Assistant Principal to review whole school data (Victorian Curriculum Assessments, NAPLAN, On Demand, F&P, English Online) Establishing and supporting literacy moderation activities Annually review the impact of all intervention programs in literacy to ensure they are enhancing growth in student outcomes. Collaborate with the SIT on these evaluations. Leading literacy within the school community - Whole School promotion Regular newsletter item linked to literacy items Management of home reading portal and website Coordination of home reading log and preparation and distribution of certificates and awards. Actively support the recognition of students' effort and achievements with home reading. Liaise with library ES staff for literacy promotion including Book Week, Premiers Reading challenge, National Simultaneous storytime, National Indigenous Literacy day Positively promote literacy within the classroom an wider school community Providing regular updates at School Council meetings through the Leadership report Write Wodonga - resourcing, author visit, promotion and event. Lead and participate in Data Conversations and PLC meetings. Strategic planning / Management of core learning area Meet regularly with Principal Class and fellow Lead teachers to monitor the progress towards the AIP and Strategic Plan through the SIT team Engage in self professional learning as a leader and within the scope for Literacy learning area. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines and resources. Effectively manage resources, including the literacy budget and ordering processes. Liaise weekly with overseeing Assistant Principal on curriculum matters, together with teaching and learning practice and strategies specific to literacy. Responsibilities In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to: Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery; Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school; Leading and managing staff performance and development (review of staff); Teaching demonstration lessons; Leading and managing the development of the school's assessment and reporting policies and practices; Leading and managing the implementation of the school operations and policies related to student welfare and discipline; Leading the development of curriculum in a major learning area and participating in curriculum development in other areas; Responsibility for general discipline matters beyond the management of classroom teachers; Contributing to the overall leadership and management of the school; Contributing to the development of proposals for school council consideration; Developing and managing the school code of conduct. 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 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values 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 Other Information 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 Please ensure that your application includes: A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. VIT LANTITE 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.