Classroom Teacher

Riddells Creek Primary School is a Foundation to Year 6 school that has served the local community for 160 years. Located in the heart of Riddells Creek, the school is 57km from Melbourne in the Macedon Ranges Shire of Victoria. We are proud of our strong community connections and global outlook. Our school is situated on 6 acres of grounds, including a full-size football oval, soccer/rugby pitch, two basketball/netball courts, a sensory garden, a wide range of play equipment and a kitchen garden to support our Stephanie Alexander kitchen garden program.
Our school values are Caring, Respect, Intergrity and Safety, and these are explicitly taught through our School Wide Positive Behaviour Support (SWPBS) approach to learning and engagement. We implement the Kimochi program as part of our wellbeing approach in Foundation to Year 2, to build student vocabulary and understanding of feelings, social interactions, how to respond to new or challenging situations and build resilience. We embed the Respectful Relationships curriculum into our core learning program, and model respectful interactions in all that we do.
There are 278 students enrolled in our school, with a small number of our enrolments identifying as Aboriginal or Torres Strait islander. Our family backgrounds are predominantly Australian, with the next four countries of origin for our families being the United Kingdom, New Zealand, Ireland, and Finland. Our staffing profile consists of 18.4 equivalent full time teaching staff and 7.6 equivalent full time education support staff, comprised of the Principal, Assistant Principal, one Learning Specialist, 18 Classroom and Specialist Teachers and nine Education Support staff working in various administrative and student support roles. Our specialist program subjects are STEM, Performing Arts, Physical Education, Visual Arts, the Stephanie Alexander Kitchen Garden and Auslan (as our language other than English).
Location Profile Riddells Creek Primary School is a Foundation to Year 6 school that has served the local community for 160 years. Located in the heart of Riddells Creek, the school is 57km from Melbourne in the Macedon Ranges Shire of Victoria. We are proud of our strong community connections and global outlook. Our school is situated on 6 acres of grounds, including a full-size football oval, soccer/rugby pitch, two basketball/netball courts, a sensory garden, a wide range of play equipment and a kitchen garden to support our Stephanie Alexander kitchen garden program.
Our school values are Caring, Respect, Intergrity and Safety, and these are explicitly taught through our School Wide Positive Behaviour Support (SWPBS) approach to learning and engagement. We implement the Kimochi program as part of our wellbeing approach in Foundation to Year 2, to build student vocabulary and understanding of feelings, social interactions, how to respond to new or challenging situations and build resilience. We embed the Respectful Relationships curriculum into our core learning program, and model respectful interactions in all that we do.
There are 278 students enrolled in our school, with a small number of our enrolments identifying as Aboriginal or Torres Strait islander. Our family backgrounds are predominantly Australian, with the next four countries of origin for our families being the United Kingdom, New Zealand, Ireland, and Finland. Our staffing profile consists of 18.4 equivalent full time teaching staff and 7.6 equivalent full time education support staff, comprised of the Principal, Assistant Principal, one Learning Specialist, 18 Classroom and Specialist Teachers and nine Education Support staff working in various administrative and student support roles. Our specialist program subjects are STEM, Performing Arts, Physical Education, Visual Arts, the Stephanie Alexander Kitchen Garden and Auslan (as our language other than English).
Selection Criteria SC1Demonstrated 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.
SC2Demonstrated 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.
SC3Demonstrated 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.
SC4Demonstrated 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.
SC5Demonstrated 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.
Role 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.
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 (seeWorkplace 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 ******
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:
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:
VIT LANTITE To 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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