Department of Education - Victoria

Location Profile  

History

Springside Primary School is located in Caroline Springs in the western suburbs of Melbourne, approximately 34 kilometres from the Melbourne Central Business District. The school was originally founded in 2009 as a campus of Caroline Springs College before establishing itself as Springside P-9 College in 2012.  Springside College was a Kindergarten to Year 9 educational setting that was constructed in two stages.  Stage 1 opened in 2009, catering for students from Kindergarten to Year 4 with a total of 154 enrolments. Stage 2 followed in 2010, catering for students from Kindergarten to Year 9 with a total of 570 enrolments.  In 2017 a further transition occurred with the opening of a local secondary college. In 2020, the school opened as the newly named Springside Primary School. Current enrolments are approximately 940 students and steadily increasing.

Our School Motto

Learning Today - Leading Tomorrow

Our School Vision Statement

At Springside we deliver excellence. Our community works in harmony to develop creative learners who think, act and contribute positively to an ever-changing world.

Our School Values

Respect Optimism Responsibility Excellence: At Springside we RORE!

Our School Mission Statement

To embed a Professional Learning Community culture at Springside Primary School, where we work collaboratively and interdependently to significantly improve the outcomes of every child at our college. This will be achieved through:

• having high expectations of ourselves and others in our Professional Learning Community
• a shared belief that all students can and want to learn, and have the right to achieve their full potential
• delivering an authentic Guaranteed and Viable Curriculum that is differentiated to meet the individual learning needs of our students
• authentic and evidence-based assessment practices that are being used to identify and monitor our students' progress and their next learning
• delivering a Twenty-First Century learning environment for all members of our Professional Learning Community
• ensuring a safe and secure learning environment for all members of our Professional Learning Community
• building teacher knowledge, skills and capacity
• utilising research-based best practices and authentic evidence
• providing relevant and timely feedback for staff and students
• monitoring and reflecting on our progress
• recognising and celebrating our successes
• recognising and acknowledging areas for improvement and working collaboratively and strategically to address them

Our Purpose

At Springside Primary School we have a strong focus on student growth across all aspects of their school and beyond school lives. As well as focussing on growth in student learning outcomes, we have our students engagement and wellbeing at the forefront of our actions. Our priority at Springside Primary School is to meet the individual learning needs of every student and to enhance their learning opportunities and achievement. We believe every child can learn and that every child has the right to learn. We take seriously the responsibility we have in ensuring each child realises their full potential and grows to participate and contribute to their future community. This is best achieved by parents, students and staff collaboratively working together in partnership.

SUMMARY OF KEY DIRECTIONS FOR SPRINGSIDES STRATEGIC PLAN (2020-2024)

• Learning achievement and growth for all students
• Guaranteed and viable curriculum
• Assessment for learning
• High impact teaching strategies
• Effective use of the agreed instructional model
• Adult learning using observation, feedback and coaching
• Students as active and empowered learners

For full details of Springsides 2020-2024 Strategic Plan and 2023 AIP please visit: https://springside.vic.edu.au/about/policy-practice/

Supporting this strategic direction is Springside's Guaranteed and Viable Curriculum and lesson structure based on Explicit Direct Instruction which underpins our focus on high-quality learning and teaching. To further support this we have a strategic approach to enhance the capacity of our teachers, through the PLC model. We have implemented the School-Wide Positive Behaviour Support approach to enhance the already high expectations we have of our school community.

We would love to find staff who are committed to evidence-based practice with an understanding or interest in the Science of Learning. In 2020, we started our journey towards aligning our curriculum, instruction and assessment practices to the Science of Reading including explicit, synthetic and systematic phonics instruction in Prep-Year One.  Since 2022, our Prep-Two PLCs have focussed on decoding supported by the Little Learners Love Literacy resource and our Year 3-6 PLCs have focussed on encoding supported by Spelling Mastery.  In 2023, we have been shifting our numeracy instruction to an explicit direct instruction model including engagement norms, guided practice and ongoing assessment.  At Springside Primary School we have the best bunch of highly motivated and responsive students, supportive parents and innovative and inclusive staff.

Facilities

School facilities include the Springside Kindergarten complex, over 40 air-conditioned classrooms, full-size gymnasium and performing arts learning area, library, canteen, food and materials technology spaces, a science room, art room and the administration area. Outside, students have open synthetic grass spaces, two playground areas, two basketball courts and many passive playing areas. Information Technology is available throughout the school, with all children having access to mobile computing via wireless internet. There are interactive whiteboards installed in all learning areas and in Years Prep 6 there is a range of ICT devices and resources allocated to each year level. In 2024, students in grades 3-5 will be participating in a `Bring Your Own Device (iPad) program with the aim of extending this to grades 3-6 in 2025 and beyond.  The school's classrooms are flexible, open design featuring external glass walls that open into common learning areas. Environmentally sustainable, the school's design features cathedral ceilings and louvre windows that provide natural ventilation throughout the campus.  The school also has an impressive Stephanie Alexander Kitchen-Garden program.

Program Benefits 

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

Conditions of Employment 

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. 

The appointment of successful applicants will be made subject to satisfactory pre-employment conditions check. 

A probationary period may apply during the first year of employment and induction and support programs provided. 

Eligibility for incentive payments: 

• The successful candidate is committing to a minimum of 1 year employment at this school. 
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy. 
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence. 

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