Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1512535
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.¿¿
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Ability to work in a complex environment: capacity to demonstrate resilience, composure and compassion in a medical environment and its associated challenges
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 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.
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.
Responsibilities- Set by the Department of Education
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.
Yalingbu Yirramboi RCH School Responsibilities:
Teaching and learning
Identify the individual learning needs of children and young people (in consultation with families, schools and health professionals).
Develop, document, implement, and deliver evidence-based individualised teaching and learning programs, in accordance with DE Strategy, Victorian Curriculum, and VCE Study Designs.
Actively engage with key internal and external stakeholders/partners, e.g. base education settings and community organisations to optimise student engagement.
Use of innovative teaching practices to engage young people, e.g. integrating students¿ interests into curriculum planning.
Supervise and mentor teacher volunteers, student teachers and others, as required.
Reporting
Collect and maintain accurate data and information, including documentation within school and hospital systems.
Ensure completion of Individual Education Plans (IEPs) for all students.
General
Actively and positively contribute as a member of the team, e.g. in group forums, meetings etc.
Active contribution to self-development by participation in formal supervision, professional development and Statement of Expectations.
Participation and collaboration in a YYRCHS Professional Learning Community, to support the Annual Implementation Plan (AIP).
Uphold the YYRCH School Norms.
Support other initiatives as required.
Teachers with registration to the Victorian Institute of teaching with the aptitude, experience and qualifications to fulfil the specific requirements of the position.
Please note there will an information night hosted on Tuesday 27th January 2026 at 5pm. Please sign up for communications relating to the information night: https://forms.gle/QucqNkgxXHaejxRo6
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
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¿http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Please ensure that your application includes:
A¿resume including relevant experience as well as personal details (name and contact details)
A¿section addressing the selection criteria and the requirements for application under the¿Who May Apply¿section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Frequently Asked Questions (FAQ¿s)
Due to the timing of the advertisement of these Yalingbu Yirramboi- The RCH School (YYRCHS) positions, specific enquiries may not be addressed during the current school holiday period. Applicants are encouraged to apply for the role of interest and submit any questions via the school email address. Enquiries will be responded to upon the school¿s return in 2026.
Information Session:
An information session will be held on Tuesday 27 January 2026 at 5:00pm. Interested applicants are invited to register via the link provided in the job advertisement. Attendance at the session is optional, and applicants who are unable to attend will not be disadvantaged in the recruitment process.
Position Location:
These positions are forward facing and located onsite at the Royal Children's Hospital.
Work Hours:
The hours of work for this position aligns with the VGSA, 38 hours per week. Teaching class includes a paid lunch break, Monday - Friday.
Term Dates:
As a government school, YYRCHS aligns with the Victorian Term dates.
Organisational Structure:
Principal Class
3 FTE
Leading Teacher/Learning Specialist
2 FTE
Education Support
4 FTE
Early Years
3 FTE
Primary Years
5.8 FTE
Secondary Years
4.8 FTE
Students with Additional Needs
2 FTE
Generalist
2 FTE
School Transitions
3.5 FTE
¿
Teaching at the RCH
Teaching and learning may occur through bedside one-to-one and/or small, multi-age group sessions. Teachers liaise with students¿ base education settings to develop targeted learning goals and contribute to the student¿s Individual Education Plan (IEP). Teachers work collaboratively with the student, family, and RCH medical teams to schedule teaching sessions and support a successful return to base education settings. Attendance at multidisciplinary meetings (MDMs) is an expected component of the role. A high level of resilience, autonomy, flexibility, and professional judgement is essential.
IEP¿s
All eligible students have an Individual Education Plan (IEP) developed collaboratively with the student, family, base education setting, and the RCH multidisciplinary team (MDT). Each Yalingbu Yirramboi ¿ The RCH School student has clearly defined literacy, numeracy, and wellbeing goals. The IEP is provided to the family and the base education setting upon discharge and/or at the end of each term.
Induction
All new YYRCHS employees participate in a comprehensive induction and onboarding process. This includes the allocation of a mentor, a structured timetable of shadowing opportunities across the organisation, and ongoing check-ins to monitor progress and provide support throughout the induction period.¿
Transport
Onsite parking is available at the individual¿s cost
Train and Trams available
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.
Staff employed by YYRCHS are required to complete a National Police Check, Flu and COVID-19 vaccinations at their own expense to meet the Royal Children¿s Hospital onboarding requirements.
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
Yalingbu Yirramboi - The Royal Children¿s Hospital School (YYRCHS) was officially registered as a Victorian Government school in June 2024.
YYRCHS keeps students connected to their education by bridging the gap between hospital, home, and their base education setting.
Educators design and deliver targeted and individualised learning to improve valued student outcomes (academic, developmental, physical, social, and emotional wellbeing). We set our learners up for success by ensuring they experience continuous engagement in learning. We are dedicated to empowering students and caregivers, advocating for their needs, and fostering a supportive environment for them to become champions of their own education post-hospital discharge.
Learners at YYRCHS are a transient student cohort, who receive education interventions on a short or long-term basis dependant on eligibility and educational risk.
Teachers meet new patients to discuss their learning needs and determine the appropriate level of educational support. Eligible students will be offered individual (bedside) learning, group (classroom) learning experiences, or a combination of both.
Each student receives an Individual Education Plan (IEP) prepared in collaboration with the student, families/caregiver, multidisciplinary treatment teams and the base educational setting. The IEP is reviewed regularly and updated in line with the student's educational progress.
The Royal Children¿s Hospital (RCH) is a high-trauma, acute medical environment that provides care for some of Victoria¿s sickest children and young people. Staff working in this setting will be exposed to patients with severe illnesses and complex health conditions. This environment demands a high level of professionalism, confidentiality and emotional resilience.
The YYRCHS recognises the unique challenges associated with this work and provides a comprehensive range of wellbeing, psychosocial and bereavement supports for staff. We encourage prospective employees to take the time to consider the nature and realities of this environment and reflect on how it may impact you personally, to evaluate your suitability for working in this setting.
Early Years
Our hospital kindergarten program is led by qualified early childhood educators who, through engaging play-based learning, help prepare children for school.
Primary
The school offers an evidence-based program that is built on high-impact teaching and wellbeing strategies and underpinned by the Victorian Curriculum, with a focus on literacy and numeracy.
Secondary, VCE and Senior Secondary Pathways
Specialist teachers assist secondary and senior secondary students to remain connected to their studies during a hospital stay, with a focus on educational tasks assigned by their base school.
Students with Additional Needs (SWAN)
A small team of special education trained teachers who focus on supporting the diverse learning, communication, and accessibility needs of students requiring differentiated instruction and individualised adjustments.
School Transitions
A team of skilled education professionals facilitates smooth transitions for children and young people as they re-enter or enrol in appropriate educational settings while serving as advocates for all stakeholders involved.