AddressRosebud Primary School, situated on the Mornington Peninsula, is a distinguished Victorian Government school. As the cornerstone of the community, we consistently instil the core values of honesty, effort, attitude, respect, and teamwork throughout all facets of our school. Our emphasis on cultivating gratitude and empathy contributes to the development of resilience. Our vision is guided by our two pillars; Agency and Personalisation, where all students are supported to succeed and develop the skills they need to thrive. With a culture of high expectations, we aspire to create an environment that fosters curiosity, creativity and critical thinking. By promoting a sense of belonging and inclusivity, we aim to empower students to embrace challenges, explore their passions, and contribute meaningfully to their communities.
Dedicated to fostering a dynamic and supportive learning environment, our school is committed to enabling students to realise their academic, social, and emotional potential. A robust performance and development culture has been embedded, with all staff actively engaging in a statement of expectations plan aligned with our school's Strategic Plan and Annual Implementation Plan to enhance their skill sets. Collaborative efforts among teachers within year level teams, led by coordinators working closely with leadership on whole-school improvements, exemplify our commitment to excellence.
Weekly professional learning communities (PLCs) and curriculum development meetings ensure that all staff receive pertinent professional development opportunities. Rosebud Primary School has implemented a clear and consistent instructional model, with a strong emphasis on effective programs for all students, including the Learner Cycle to foster agency in student learning. Collaborative planning and the use of common assessments guide personalised, targeted learning strategies.
Our student leadership program, commencing in Grade 3 and progressing through Grade 6, provides every interested student with the opportunity to experience leadership within our school. The emphasis on student voice is evident through our Junior School Council, a vital component in shaping whole-school decisions.
Specialist programs in physical education, art, music, STEM, and Japanese are attended by all students. An array of enrichment and extracurricular programs, such as sports events, music lessons, school performances, student leadership programs, lunchtime clubs, Junior School Council, book week, maths night, and a whole school festival, offer diverse learning opportunities.
Our school architecture, featuring interconnected open classrooms, and expansive grounds, including an oval, peace garden, state-of-the-art sports stadium, and utilisation of the Rosebud Foreshore, contribute to a comprehensive educational experience. The school's welcoming, safe, and inclusive environment is maintained through the implementation of School Wide Positive Behaviours for managing behavioural issues.
With a student population of 604 in 2023, our school has experienced significant growth, a testament to the excellence of our programs. The strength of our home/school partnership is exemplary, characterised by high levels of parent input and involvement. School Council sub-committees, including the Parents Association, Market Committee, and Facilities Committee, underscore our commitment to collaborative efforts. Our fundraising initiatives, notably the provision of a school bus accessible to all students, exemplify our dedication to enhancing resources.
Rosebud Primary School values each member of its community and is dedicated to upholding the principles of HEART in all aspects of our school.
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.
SC6 Demonstrate your knowledge and understanding of how to engage students in a specialist program and promoting this with the broader community.
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:
- 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.
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.
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 (see Workplace 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 *******@education.vic.gov.au
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 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.
