AddressAt Roslyn Primary School we encourage everyone to strive to achieve their greatest potential to make a positive contribution to diverse and ever-changing local and global society. In embracing our school¿s motto of `Rocketing to Success¿, we endeavour to develop creative, innovative individuals, who are able to embrace the changes of the future.
We value Respect, Optimism, Creativity and Kindness. Showing respect means you act in a way that shows you care about yourself and the feelings and wellbeing of others. When we are optimistic we expect the best and we maintain a positive outlook. We are creative when we produce something using our talents and imagination. We show kindness when we behave in a friendly, generous and considerate way, showing empathy towards others and ourselves.
At Roslyn Primary School we aim high, reaching for the stars, in every aspect of school life. Our motto is `Roslyn Rockets ¿ Rocketing to Success¿ which reflects our aim for us ¿ staff, students and families - to be aspirational in all that we do.
Our students are provided with opportunities to develop personal qualities and attitudes that will teach them how to build positive relationships and face the challenges of the future with confidence, compassion and respect. They learn how to be decisions makers, problem solvers and strong communicators. All students learn how to be leaders and how to work in a team. Students are inspired to be self-motivated learners - working from individualised learning goals in reading, writing, maths and inquiry so that learning can target their needs.
Our Teaching and Learning program reflects the belief that 'thinking' is the foundation of all learning and within a rapidly changing world students need to have greater thinking and problem-solving abilities, to be more self-motivated than ever before. We teach students a variety of cognitive thinking processes and strategies that will help equip them with the skills to navigate through an information rich future.
Our Curriculum is based on `The Victorian Curriculum¿ using an Inquiry Learning approach, with a strong focus on learning through STEAM (Science, Technology, Engineering, Art and Maths). The use of an Inquiry approach to learning, with a focus on STEAM, helps us provide personalised and authentic learning and promote the ability to learn and understand within a global context, and it enables learning experiences to be broadened and deepened. Students actively make observations, collect, analyse, and synthesise information, and draw conclusions, developing useful problem-solving skills to adapt to future `need to know¿ situations. They develop habits of mind that can last a lifetime and guide learning and creative thinking.
Our school has a strong sense of community and understands that the school experience is not just for the students but the whole family. We value and encourage parents to be actively involved in a wide variety of forums. Families are our students¿ first teachers and when we work together we can reach for the stars!
Roslyn Primary School is located on Roslyn Road in Belmont, and has undergone significant rebuilding and improvement, completed in 2018. We have had buildings demolished and fully replaced, allowing for every classroom to be a flexible learning space, catering to modern teaching and learning strategies.
We currently have an enrolment of 242 students.
At Roslyn Primary School we believe that every child has a right to an excellent education, and that every classroom in our school provides that through shared, high impact approaches.
PLEASE NOT THAT THIS POSITION REQUIRES ATTENDANCE FOR TUESDAY, WEDNESDAY (UNTIL 12.30) AND THURSDAY.
SC1 Demonstrated knowledge of the relevant Performing Arts/Music 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 within the Performing Arts curriculum.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and to provide feedback on student learning growth and achievement while 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 ability to work as a team member while also working autonomously.
SC6 How have you effectively used the Performing Arts/Music curriculum to cater for all students.
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.
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- 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
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.
- 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.
