Dallas Brooks Community Primary School is a place that both encourages and enables professional learning , effective teamwork and inclusiveness within purpose designed facilities reflecting a 21st century educational approach to teaching and learning including the provision of open flexible learning areas.
The K-6 learning environment of Dallas Brooks Community Primary School emphasizes the acquisition of literacy and numeracy skills within an orderly and technology rich environment.
Sporting excellence, the Performing Arts and community partnerships have a strong focus within our new school with extensive programs catering for preschool education through to adult education.
Dallas Brooks Community Primary School is a Microsoft Showcase School and a DET New Pedagogies and Deep Learning School.
The school is currently exploring the opportunities for student voice through Science and Technology (Robotics and Makers Programs).
In 2020, Dallas Brooks Community Primary School has an enrolment of 440 primary school students with 140 children enrolled in preschool programs.
The school operates onsite 3 year old and 4 year old Kindergarten Programs and Playgroups for children up to 3 years of age.
The Community Hub enables families to be connected to playgroups, adult education and working in partnership with the Wellbeing team at the school.
The school community represents a diverse range of socio-economic, cultural, religious and language backgrounds. Twenty six different ethnic groups are represented with the majority of students from language backgrounds other than English, the largest community groups being Arabic and Turkish speaking.
Our families value education and our students have a positive attitude towards school and learning. The school involves parents in school life, both within and outside classrooms.
The school works with other educational and welfare groups in cooperative networks. The school is widely connected to Hume, Moreland Councils, Banksia Gardens, Dallas Neighbourhood House, Meadows Heights Learning Centre and the Northern Schools Early Years Cluster.
School Vision : For all students to be literate, numerate, creative, safe and happy.
eLearning Vision : To actively engage the school learning community in authentic learning projects to develop responsible global citizens.
SC1 Possess relevant recognised qualification in Speech Pathology and relevant clinical experience and knowledge in speech and communication including research-based interventions.
SC2 Demonstrated understanding and commitment to the development and implementation of dynamic speech pathology programs for students, utilising data to make informed decisions.
SC3 Demonstrated ability to design and deliver professional learning for teachers and Education Support Staff in the area of language and communication.
SC4 Demonstrated capacity to lead and deliver individual and small group speech therapy and communication programs to students who require additional support within a group setting.
SC 5 Demonstrated ability to participant in and contribute to a collaborative working environment in a transdisciplinary team and develop supportive professional working relationships with staff and students.
SC 6 Demonstrated understanding of trauma informed practice.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.
Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school.
Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.
6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Who May Apply
Individuals with the aptitude, experience and / or qualifications to fulfill the specific requirements of the position.
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
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
Conditions of Employment
Program Benefits No job description available