Location Profile

Sunshine Heights Primary School

Our School

Sunshine Heights Primary School is a passionate, vibrant and multicultural P¿6 school community in Sunshine West, in Melbourne¿s west. We are a community of approximately 360 amazing students, representing more than 40 different cultural backgrounds, and we see this diversity as one of our greatest strengths.

Our staff comprises approximately 41 equivalent full-time staff, including three Principal Class leaders, 25 teachers, 11 Education Support staff and four Allied Health professionals. We are part of the Deer Park/Sunshine Network.

At Sunshine Heights, we believe that relationships are the foundation for everything. We invest time in knowing and understanding our students and families and in fostering a genuine sense of identity, belonging and partnership. We are committed to building a community in which everyone can know, show and grow themselves openly and without judgement.

Our diversity is something we actively celebrate. Our annual Harmony Day celebrations are a highlight of the school year, culminating in an epic community Block Party that brings together our students, families, staff and wider community.

We also believe that schools should be joyful places. We work incredibly hard and have high expectations of ourselves and one another, but we laugh, celebrate, create, perform and have fun together too.

Teaching and Learning at Sunshine Heights

We are ambitious about what our students can learn and passionate about the craft of teaching.

Our approach to curriculum, teaching and professional learning is informed by the Science of Learning and Reading and by the best available evidence about how students learn. We are building a coherent approach in which curriculum, pedagogy, assessment and qualified learning work together rather than existing as separate initiatives.

Over recent years, we have undertaken significant curriculum development across our school. This includes the development of our own Systemic Knowledge Curriculum, carefully sequencing the knowledge we want students to develop from Prep to Year 6; a comprehensive approach to writing and sentence-level instruction; and explicit, systematic approaches to early reading.

Alongside this, we are developing a shared instructional approach to great teaching. Our work focuses on ensuring students are actively engaged in learning, teaching new material explicitly, checking understanding and responding to what we find, and supporting students towards accuracy, depth and mastery.

Professional learning is central to our culture. We believe that teaching is complex, intellectually demanding work and that expertise develops over time through learning, deliberate practice, feedback and reflection. Instructional coaching is an important part of how we work. Our teachers have regular opportunities to work with colleagues and leaders to examine and refine their practice, try new approaches and receive specific, actionable feedback.

We are proud of what we have built, but we do not believe our work is finished. We remain curious, evidence-informed and willing to change our minds when better evidence or better ideas emerge.

Who This Role Will Suit

We are looking for teachers who are passionate about teaching, ambitious for their students and excited by the opportunity to keep getting better at their craft.

This role will suit someone who believes that every student is capable of learning and deserves access to an excellent education. We have high expectations for our students and for ourselves, and we are interested in teachers who combine warmth, care and strong relationships with clear routines, purposeful classrooms and ambitious learning.

You will probably thrive at Sunshine Heights if you are genuinely curious about how students learn. You don't need to arrive as an expert in every aspect of evidence-informed teaching, but you should be interested in engaging with research, understanding the thinking behind our approaches and continually developing your practice.

Our teachers work collaboratively. We plan and examine learning together, share resources and expertise, and take collective responsibility for the success of our students. We value teachers who contribute their ideas, ask questions, seek help when they need it and generously support the learning of others.

This role will particularly suit someone who:

- holds high expectations for every student and believes that background should never determine what a child is capable of achieving;
- is interested in evidence about how students learn and how this can inform classroom practice;
- values explicit teaching, carefully sequenced curriculum and purposeful opportunities for students to practise and apply what they have learned;
- understands that solid relationships, clear expectations and excellent teaching work together to create safe, calm and engaging classrooms;
- wants to engage regularly in instructional coaching, observation, feedback and deliberate practice to continually strengthen their teaching;
- is reflective about their impact and willing to examine student learning to understand what is working and what needs to change;
- enjoys working collaboratively, sharing practice and contributing to the collective knowledge of a team;
- is curious, open-minded and willing to challenge their own assumptions;
- brings energy, warmth and a sense of humour to their work; and
- wants to become an active part of a diverse, inclusive and joyful school community.

We don't expect perfection, and we don't expect you to arrive knowing everything.

Whether you are an experienced teacher or at the beginning of your career, what matters to us is that you care deeply about doing this work well and want to keep getting better at it. For graduate and early-career teachers in particular, Sunshine Heights offers the opportunity to learn within a school where curriculum, professional learning, collaboration and coaching are deliberately designed to help teachers develop their expertise.

We want teachers who are comfortable opening their classroom doors, talking about their practice and receiving feedback - not because teaching is about being judged, but because we believe that outstanding teachers are made, not found.

Most importantly, we are looking for people who want to belong here. People who will know our students, connect with our families,



contribute to their team, participate in the life of the school and help make Sunshine Heights an even better place to learn and work.

We strongly encourage applications from people from culturally and linguistically diverse backgrounds and Aboriginal and Torres Strait Islander peoples.

Our Aspirational Vision

Sail into a Universe of Possibilities

Delve into the unlimited energy of the human imagination

Inspire and grow hearts and minds

Nurture creativity and curiosity

Through courage, connection, commitment and collaboration

Discover the wonder and uniqueness in you

Welcome to Sunshine Heights Primary School.

Our Values

Courage

We have the courage to believe that we can make a positive impact. We understand that hard work takes courage and a growth mindset. We have the courage to be curious and creative and stretch outside our comfort zone.

Connection

We understand who we are as individuals and how we build connections. We understand what it means to be part of a community. We are connected to the world around us and actively address issues of human and environmental sustainability.

Commitment

We acknowledge our strengths and build on our achievements. We take responsibility for and commit to our continual learning and growth. We show resilience when faced with challenges.

Collaboration

We motivate each other to be the best we can be. We encourage and embrace different perspectives. We are respectful of everyone.

And One Last Thing¿

Last, and most certainly not least, we love a valuable song and dance at Sunshine Heights.

Music can often be heard blasting from the speakers at the end of the school week, students and staff are rarely too far away from a performance, and we believe there should always be room for a little joy in the serious business of education.

Our Sunshine Heights playlist looks something like this:

¿¿ Old Town Road ¿ Lil Nas X & Billy Ray Cyrus

¿¿ Roar ¿ Katy Perry

¿¿ Uptown Funk ¿ Bruno Mars

¿¿ Watch Me ¿ Silentó

¿¿ Cut to the Feeling ¿ Carly Rae Jepsen

If you've read this far, perhaps have a listen while you write your application.

We'd love to hear what you might add to the playlist.

Selection Criteria

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.

SC6 Demonstrated capacity to authentically connect with and contribute to a diverse school community, building a strong sense of belonging through positive relationships, active participation in school life, and a genuine commitment to students, families and colleagues.

Role 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.

Responsibilities The role of classroom teacher may include but is not limited to:

- 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.

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.

Diversity and Inclusion 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.

Child Protected 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

Conditions of Employment

- 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

Qualification Requirements 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.

📌 Classroom Teacher (Sunshine)
🏢 Department of Education Victoria
📍 Sunshine