Kilmore Primary School is located in Lancefield Road, Kilmore; an historic rural town 58km north of Melbourne. Kilmore is a semi-rural area comprising of small farm holdings, new housing estates and a well established older town centre.  There are approximately 500 students enrolled at the school this year.  Our school has 38.39 equivalent full-time staff.  We have 25 classrooms operating in the school. 

A team of highly motivated, professional, and dedicated staff provide a safe and caring environment, where the goal is to optimise the learning outcomes and personal growth of all students.  Kilmore Primary School aims to establish a happy, safe and supportive learning environment where the welfare of all children is a high priority and is maintained as a shared responsibility of the school and the community.  In accordance with Ministerial Order No 870 - Child Safety Standards, we have embedded an organisational culture of child safety critical to protecting the basic rights of children to feel safe and be safe at all times.

Our modern facilities include a number of double and triple learning studios all equipped with 21st Century Learning technologies, art room, library, hall, ICT centre, separate playground areas for Foundation-Grade 2 and Grade 3-6 students, an outdoor fitness circuit, two outdoor basketball courts, and a BER Stadium Complex comprising a full size indoor basketball court, music room, meeting room and kitchen.  Before and After School Care operates on the school site 5 days a week during school terms and school holidays.

Policies and programs ensure a current and relevant curriculum, professionally delivered with modern pedagogies in a high quality, whole school approach to teaching and learning.  We are dedicated to ensuring that we meet the needs of the 21st Century Learner and provide a personalised learning environment for our students.  We strive to provide a well-rounded education which values and supports the intellectual, creative, physical and emotional development of each child.  We have a commitment to ensure that quality learning and teaching are the central focus of our learning environments. 

We provide Art, Physical Education and Electives.  Additional programs and activities such as Junior Leadership Team, Choir, Music Groups, Buddies, Clubs, Gardening Club, Active After-School Program, Swimming, Lunchtime Sports, Homework Club, lunchtime activities, camps, excursions, and incursions encourage student participation and opportunities for Student Leadership.

Our ongoing commitment to Student Wellbeing is supported by a dedicated Student Wellbeing Assistant Principal, and our involvement the Kids Matter Mental Health Initiative.  This has been a major focus over the past 3 years and has provided many benefits across the whole school community, including a stronger parent presence in the school.  Our comprehensive School Wide Positive Behaviour Management Program links well with the 4R's and focuses on our school values, the explicit teaching of positive behaviours and learning routines, restorative justice and developing resilience and responsibility in our students.

Kilmore Primary School promotes the safety, wellbeing and inclusion of all children, including Aboriginal children, those with a disability and children from culturally and/or linguistically diverse backgrounds.  Applicants are welcome to elaborate on experiences they may have working with Aboriginal children, children with a disability and children from culturally and/or linguistically diverse backgrounds.

SC1 ¿ Demonstrated knowledge of the Victorian Curriculum and the ability to plan and deliver high-quality Performing Arts programs (Drama, Music and Dance) that engage students and build creativity, confidence and collaboration.

SC2 ¿ Demonstrated ability to deliver developmentally appropriate Respectful Relationships programs that promote student wellbeing, emotional literacy, self-regulation and positive relationships, particularly in Foundation to Year 2.

SC3 ¿ Demonstrated capacity to create a positive, inclusive and supportive learning environment, including effective classroom management and the use of restorative and trauma-informed practices.

SC4 ¿ Demonstrated ability to work collaboratively with colleagues, wellbeing staff and leadership to support consistent teaching and wellbeing practices across the school.

SC5 ¿ Demonstrated commitment to professional learning and reflective practice, including the use of assessment and feedback to improve teaching and learning.

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 Classroom Teacher at Kilmore Primary School is responsible for delivering high-quality teaching and learning programs that promote student engagement, creativity, wellbeing and achievement. This position includes responsibility for teaching Performing Arts (Drama, Music and Dance) and Respectful Relationships, aligned to the Victorian Curriculum, the Victorian Teaching and Learning Model (VTLM 2.0), and the Respectful Relationships Education framework.

The role requires a collaborative, reflective educator who can engage students through creative and wellbeing-focused learning experiences and contribute positively to whole-school improvement priorities.

Teaching and Learning

• Plan, implement and evaluate effective teaching programs in Performing Arts and Respectful Relationships.
• Deliver engaging, inclusive and differentiated learning experiences across Foundation to Year 6, with a specific focus on Respectful Relationships in Foundation to Year 2.
• Use a range of assessment strategies to monitor student progress and inform teaching.
• Provide timely and meaningful feedback to support student learning and wellbeing.
• Maintain accurate records of student learning and assessment.

Wellbeing and Student Engagement

• Promote a positive, safe and inclusive learning environment.
• Explicitly teach social, emotional and self-regulation skills through Respectful Relationships.
• Apply restorative and trauma-informed approaches aligned to whole-school wellbeing practices.
• Support student voice, confidence and participation through creative and expressive learning opportunities.

Professional Practice

• Work collaboratively within Professional Learning Teams and across specialist and classroom teams.
• Participate in curriculum planning, moderation and professional learning.
• Engage in reflective practice aligned to school improvement priorities.
• Communicate effectively with students, colleagues and families.

Other Responsibilities

• Undertake yard duty, meeting and reporting obligations as required.
• Comply with Department of Education policies and procedures.
• Maintain professional standards of conduct and confidentiality.

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 *******@education.vic.gov.au

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

• 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:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• 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
• 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.