Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1518042
About our School
Our Vision
Our school community is an engaging and inclusive environment inspired by shared responsibility, collaborative spirit and a continuous commitment to becoming the best version of ourselves.
Our Motto
Together we learn.
Our Values
Respect, resilience, responsibility, reflection.
Our Philosophy
Our school motto is together we learn. The building of a truly successful educational environment is achieved through a partnership: a partnership between the parents, the school, the student and the community. This four-way partnership is central to effective learning and we endeavour to build strong relationships with all stakeholders in the school community.
Our aim is to develop confident and independent learners who take pride in and responsibility for their learning. We personalise the learning of our students to maximise their learning growth, focussing strongly on the development of key literacy and numeracy skills. Equally, we strive to develop the social and emotional capabilities of our students to ensure they are happy, motivated and thriving in school and beyond. We make sure learning is FUN!
Teaching & Learning
In literacy in the Junior School, we adopt `Little Learners Love Literacy¿: A research based Structured Synthetic Phonics in the Early Years and place emphasis on the `Big 6¿- Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension.
In the Senior School, we build on the foundational skills developed through Little Learners in a systematic program known as PhOrMeS which stands for stands or Phonology, Orthography, Morphology, etymology and Semantics.
In numeracy, emphasis is placed on the Mathematics Proficiencies- Understanding, Fluency, Problem Solving and Reasoning and our teachers provide explicit instruction in the Big Ideas in Mathematics.
Across our curriculum programs, teachers ensure there is ongoing monitoring of student needs to target teaching and a tiered response to intervention and learning enhancement. This is achieved through our Professional Learning Communities (PLC).
Specialist programs at the school include Physical Education, Visual Art, Performing Arts, STEM and AUSLAN.
Learning is a lifelong journey and at Rowellyn Park, our staff are committed to continually developing their practices to ensure they achieve the best possible outcomes for the students.
Student wellbeing
At Rowellyn Park, we follow the school-wide positive behaviour program (SWPBS), based on our co-constructed learning behaviours. Students are part of either the Junior or Senior sub school, with a dedicated Inclusion and Engagement Learning Specialist available to support the wellbeing needs of the students.
Our school is a Berry Street Educational Model (BSEM) school and our staff implement a range of BSEM strategies. The Berry¿Street¿Education¿Model (BSEM) equips both mainstream and specialist schools with practical, classroom-based strategies to increase the engagement of all students, including those with complex, unmet learning needs.
BSEM enables schools to support students¿ self-regulation, relationships and wellbeing to increase student engagement and significantly improve academic achievement.
We have a Year 6 Student leadership team and a Student Representative Council (SRC), with class representatives from across the school. We have a therapy dog named Murphy. Murphy is a black Labrador who loves nothing more than to sit with students when they are feeling vulnerable, for extra support.
School profile and Location
Working within the Northern Peninsula Network, as part of the Bayside Peninsula Area, we are located in the South-Eastern Region and have 781 students enrolled. Within our student cohort, 8% of students consider English as an additional language (EAL) and 1.4% of students identify as Aboriginal or Torres Strait islander.
The staffing profile of Rowellyn Park Primary School includes a Principal, three Assistant Principals, six Learning Specialists, a Leading Teacher and 51.7 full time equivalent (FTE) teaching staff and 18.8 FTE Education Support staff.
The indicative school 2026 Student Family Occupation Education (SFOE) index is 0.4075.
The school¿s F-10 curriculum framework incorporated the eight learning areas required by The Education and Training Reform Act 2006 aligned with the Victorian Curriculum.
The school provides an accredited Out of School Hours Care Program.
Additional programs include Sports and Athletics, HPV, Pushcarts, Dance, Drama, Choir, Runners¿ Club and residential outdoor education camps for grades 4-6.
The school¿s buildings are designed around the perimeter of a central courtyard which includes seating and play areas. The classrooms are structured in pairs to promote team learning, flexible groupings and a collaborative learning environment. Our facilities include a designated, two storey STEM centre, a new state-of-the-art gym and as of 2025, a beautiful library. The school grounds offer a range of outdoor play areas for the students, whilst providing a quiet sensory space during break times.
SC1 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.
The 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 in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her 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 2
Range 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 to define 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 1
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.
The role of classroom teacher may include but is not limited to:
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.