Classroom Teacher

At Rockbank Primary School, we are invested in our students, our staff, our families, and our community.
We pride ourselves on being a fabulous staff team who are passionate, working together positively and collaboratively to make Rockbank Primary School the best school to work in and grow our students academically to their highest potential.
We relentlessly promote and support the development of students' social and emotional wellbeing.
We share a student-centred approach, with strong support for children with additional needs.
The school employs a Mental Health in Primary Schools Inclusion Leader to coordinate supportive structures such as our Social Skills and Social Emotional Learning Programs.
There is also a dedicated Wellbeing space to support all our students.
Our current Leadership structure includes a Principal, an Assistant Principal who leads the Wellbeing program, a Curriculum Learning Specialist, and a Wellbeing Learning Specialist who implement a Mentoring/Coaching/Peer Observation program with staff to build teacher capacity.
We celebrate student learning, achievements, accomplishments, and growth.
We value relationships as we continue to build a sense of team and community that develops the culture we are proud of.
Rockbank Primary School has well-established resources and programs, and we continue to strengthen and build upon these resources as our team expands and changes, bringing new skills and expertise.
We are a leading school that values our staff and fully supports the implementation of the 2022 VGSA.
The leadership team is proactive in all areas across the school, and these practices are valued by our staff.
We model lifelong learning for our students at Rockbank Primary School, and as our students, WE GROW OUR STAFF TO BE GREAT!
The opportunity for staff to be lifelong learners is encouraged and supported by leadership, with the option of study leave to support a range of courses undertaken to build teacher capacity to improve student outcomes.
Staff participate in ongoing Professional Learning Communities focused on student improvement using data analysis to determine Individual Student Goals.
All students at Rockbank Primary School have an Individual Education Plan.
Our students benefit from the Lunchtime Clubs provided by both our teachers and ES team, including Choir, Tech/ICT Club, Art Club, Community Crusaders, The Garden Club, skipping, music/dance, quiet drawing, and games.
Rockbank Primary School is located in the old township of Rockbank adjacent to the Western Highway.
The school was opened in 1868 and has a current enrolment of 380 in 2023, with this number rising steadily with the growth in this suburb.
The school moved to its current location in 2009.
The Rockbank Primary School motto 'Nurture.
Believe.
Achieve.'
highlights the school's commitment to catering for the diverse needs of our students.
Our school values of respect, learning, togetherness, and safety guide our practice and ensure that students have a clear understanding of the expectations and culture of our school.
The school is developing a diverse cultural population, which has been welcomed by an inclusive community.
At Rockbank Primary School, we have developed an EAL framework to support students and families who have English as an Additional Language, supported by an EAL Coordinator and Multi-cultural Aide.
In 2024, Rockbank PS will consist of 16 classrooms, including 4 Foundation classrooms, 5 Year 1-2 classrooms, 5 Year 3-4 classrooms, and 4 Year 5-6 classrooms.
The school has Specialist subjects in Physical Education, AUSLAN, STEM, and The Arts.
Rockbank PS is a School Wide Positive Behaviour Support School and is also an early adopter of the Respectful Relationships program.
Our school also provides OT and Speech Therapy to support identified students.
Our school values are used as common language and underpin every decision, with the values linked to our school-wide expected behaviours represented on our school matrix.
Our school-wide house system supports a team approach to achieving success with Peacock, Harrison, Missen, and Fisher all equally represented.
Come and visit us; we welcome school tours for our prospective students, families, and staff.
Selection CriteriaSC1 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.
RoleThe 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 to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience, their 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 2Range 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 in defining 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 1The 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 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 organization of co-curricular activities.
ResponsibilitiesThe 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 organizational 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 ApplyTeachers 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.
EEO AND OHS CommitmentApplicants 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, 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 recognizes 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via .
Child Safe StandardsVictorian 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 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:
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 .VIT LANTITETo be eligible for employment, transfer, or promotion in the principal or teacher class, a person must have provisional or full registration from the Victorian Institute of Teaching.
In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
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