Montmorency Primary School is a thriving school set near the heart of Montmorency Shopping Village. We have a long tradition of educational excellence in teaching and learning. Our aim is “To provide a safe, supportive and positive environment embodying quality learning opportunities in order to maximise academic, social and community potential.” We provide a child-centred curriculum that ensures our students develop individual, independent, collaborative and cooperative learning. Our core values are "Learning, Friendship, Safety and Respect". These underpin our goal of “Preparation for Life”.
Our state of the art,
modern facilities have been designed to allow flexibility in all teaching and learning programs, facilitating collaboration between teachers and students. Operable walls allow the classrooms to open to a central area for co-operative work, which allows for quality interchange between staff and children.
A highly sought-after school, Montmorency Primary has an enrolment of 322 students in 2019. MPS continues to grow in popularity which is reflected in enrolments numbers. MPS employs one Principal, one Assistant Principal, 15 Generalist Teachers, 4 Specialist Teachers and 8 Education Support Staff members. MPS has earned a reputation for connectedness, caring for others, developing individuals and linking learning to hands-on, engaging experiences. Students are inspired to be curious, resilient and persistent.
In 2019 we have 14 grades and have maintained our commitment to small class sizes and excellent adult to student ratios. Teachers are experienced and enthusiastic and are supported by the Montmorency community. Students receive individual learning plans that reflect high-expectations and quality-driven practice from our teachers. MPS has a reputation for high standards in literacy and numeracy, with student achievement data continuing to compare favourably against state and like school group benchmarks. The school has specialist programs in Visual Arts, Performing Arts and Physical Education and offers Japanese lessons in junior years. Our well-established Stephanie Alexander Kitchen Garden Program (SAKG) complements our hands-on learning approach. We provide Kitchen and Garden classes across the school. STEM activities (Science, Technology, Engineering and Maths) relating to the Victorian curriculum promotes real-life, active learning experiences. In 2017, we employed a Science specialist who oversees our exciting new STEM curriculum.
In 2016 we successfully implemented our “Flying Start” program for preschool-aged children. This allows for our future Foundation students to have a smooth transition to school. This commences towards the end of Term 1, each year and continued in 2018.
Student voice is important to us. We have School Captains, Sports Captains, Environment Captains and ICT Captains as well as Junior School Councillors. Captains and students elected to JSC run assemblies and bring class issues to the fore. Our Grade 5/6 children attend Leadership training in order to promote the concept of everyone as a learner and leader. Students set personal learning goals each semester promoting independence and self-directed learning. Our “buddy” program ensures that strong relationships between students of all ages are forged at the start of each year.
In addition to Interschool Sport, our extra-curricular activities include: Choir, Percussion groups, Mandarin lessons, Kelly Sports, Chess Club, Code Club, visiting keyboard, percussion, wind instrumental and guitar tuition - during class time and/or after hours. We offer GATEWAYS and join in Premier’s Reading Challenge, Mathletics and Reading Eggs. Cybersafety and Digital Technology programs are also offered as we embed both online activities (using laptops and iPads) and offline activities into our classroom learning. Each year we celebrate Book Week, Education Week and Montmorency Primary School Science Week. Camps are offered from Grades 3 to 6. Our fully accredited before and after school program is run by CAMP Australia. Our environmentally conscious school is working closely with Banyule Council to accredit as a five-star sustainable school.
Parents and carers play an active part in our school life. We promote parent involvement through our Parents and Friends Group, SAKG volunteering, library or classroom assistance. Social functions such as trivia nights, fashion parades and barbeques, engage our parent body and builds community spirit.
In 2017, we were fortunate to secure a grant of $20000 which enabled us to be a lead school in the Department’s “Respectful Relationships” program. This provides a vehicle for collaboration with the Department as well as other schools as we build and sustain a culture of respect and gender equality.
Our school grounds are open and inviting, highlighting the natural beauty of our local environment with plenty of varied play spaces. The indigenous nature corridor created by our students with the support of Banyule Council continues to flourish along our Alban Street border, facilitating an understanding of the land and sustainability. We welcome community use of our facilities and remain open to forging links with local government and environmental groups in order to expand our welcoming, inclusive and educational environment.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
- Monitoring, evaluating and reporting student progress in key
- Implementing strategies to achieve targets related to student
- Maintaining records of class attendance and recording student
- Implementing effective student management consistent with the
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
- Contributing to a range of co-curricular programs
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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.
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