AddressAbout 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 School
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, we adopt 'Little Learners Love Literacy', a research based Structured Synthetic Phonics program in the Early Years and our whole-school approach to literacy places emphasis on the `Big 6¿- Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension.
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.
Specialist programs at the school include Indonesian, Physical Education, Visual Arts, Performing Arts and STEAM.
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. 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).
Wellbeing
At Rowellyn Park, we follow the school-wide positive behaviour program (SWPBS), based on our co-constructed expected learning behaviours. The pillars of the SWPBS framework include our school-wide acknowledgement system The Rowellyn Road, our Consistent Response to Student Behaviour approach and the consistent implementation of strategies from the Berry Street Educational Model, including the Welcome Circle.
Students are part of either the Junior (Prep-Year 3) or Senior (Years 4-6) sub school, with a dedicated team made up of an Assistant Principal and two Learning Specialists available to support the learning and Wellbeing needs of the students in each sub school.
We have an Inclusion and Wellbeing Learning Specialist who oversees disability Inclusion and inclusive practices across the school, with the support of Therapy Dog Murphy. We have a Year 6 Student leadership team and a Student Representative Council (SRC), with class representatives from across the school.
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 757 students enrolled. Of that number, 0.53% are non-English speaking, 1.98% have an indigenous background and 3.43% have a disability.
The staffing profile of Rowellyn Park Primary School includes a Principal, three Assistant Principals, Five Learning Specialists, 41.98 full time equivalent (FTE) teaching staff and 20.52 FTE Education Support staff.
The confirmed school 2024 Student Family Occupation Education (SFOE) index is 0.4194.
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, Bike Education, Dance, Drama, Choir and Runners' Club.
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 STEAM centre and a new state-of-the-art gym. The school grounds offer a range of outdoor play areas for the students, whilst providing a quiet sensory space during break times.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated capacity to lead a whole-school approach to the Disability Inclusion Profiles and surrounding application process, including Leading Teachers in making and documenting adjustments and accommodations.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of Leading Teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, Leading Teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A Leading Teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the Leading Teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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
- 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
- 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
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.
