2 days remaining
Location: Melbourne | Eastern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1454695
Ripponlea Primary School is located in East St Kilda, only 10 kilometres southeast of the Melbourne City Centre. Ripponlea State School 4087 opened on 3 July 1922 and has a proud history of serving families and students with a high-quality education in a safe, friendly, and inclusive school environment.
Centenary celebrations in 2022, marked our deep connections to the longest-living culture, the Boon Wurrung (Bunurong) people of the Kulin Nations, our school community past and present as well as our commitment to the future. The school community united to establish the Koor Indigenous Garden, and new House Names (Bemin, Booring, Tunparrim & Warren) and in 2024 will begin developing the schools Reconciliation Action Plan.
Our vision is for the students of Ripponlea to be global and creative thinkers who are empowered with the skills and empathy to engage with an ever-changing world. They care, they create, they connect.
We are a learning community where, in partnership, all students, staff and families can learn and support each other and respond to change. We have an agreed set of values that are central to the life of the school. We embody Community, Creativity, Integrity, Open-mindedness, Resilience, and Respect in everything that we do and strive to be.
Ripponlea Primary School (RPS) empowers students to connect with their true selves and use strengths, passions, and skills, helping them to develop strategies to further their successes. This includes teaching students to understand how they learn, taking personal responsibility for their learning, self-regulating, self-managing, self-reflecting for improvement and setting goals to maximise their learning and social outcomes. We do so in a balanced approach that is personalised and encourages students to aspire beyond their potential. Personal attributes such as adaptability, collaboration, organisation, gratitude and tolerance are fostered to develop the 'whole' child. `We work hard to make sure our students are at the 'heart of everything we do.
Our school has implemented the School Wide Positive Behaviour Support (SWPBS) framework, Resilience, Rights and Respectful Relationships and fosters a safe environment that is supportive and inclusive of LGBTIQ+ students. We consciously work towards a positive school culture explicitly teaching expected behaviours linked to the values of Respect, Pride and Safety that equally promote emotional strength, cognitive capability, self and social awareness alongside academic achievement. Discrimination, bullying or harassment is not tolerated by any member of our school community. Child safe champions and the school's commitment to child safety protect children and young people and reduce opportunities for abuse or harm to occur.
Ripponlea PS places a strong emphasis on student voice and agency in every classroom. Students are agents in their learning and play an active role in deciding what and how they will learn, defining objectives for their learning and `learning how to learn¿ which is an invaluable skill they can and will use throughout their lives. We also have a large number of student leaders who are actively engaged in school decision-making and consult to improve the school as well as lead special events for the whole school community.
Our staff are dedicated, professional and take pride in their work. They work in Professional Learning Communities (PLCs) collaboratively linking teacher practice to improving student outcomes. Our students benefit from having teachers with a range of different experiences and skills working together in teams to support the learning of every student. They welcome parental involvement, communication and partnership in providing support to student learning and wellbeing.
Our curriculum places a strong emphasis on the foundations of literacy and numeracy while fostering inquiry, problem-solving and a connection with the local environment. Teachers at Ripponlea Primary School are committed to providing a multi-disciplinary approach to learning and a strong focus on students' wellbeing. We create experiences in and out of the classroom to expand our students¿ engagement and motivation through authentic real-world applications. We seek to educate creatively, experientially and with care.
In 2024, we have a total student population of 279 with 12 full-time classroom teachers and 6 working in a part-time capacity. Additionally, we had 10 Education Support staff consisting of a Business Manager, Office Administrator, Intervention Specialist, and Integration Aides. Our Foundation year is a stand-alone year, whereas the rest of the students are grouped in a deliberate multi-age structure (Year 1/2, Year 3/4, and Year 5/6).
Research has highlighted the benefits for both teachers and students when learning and teaching in a multi-age classroom. Benefits include more holistic, child-responsive curriculum practices that consider the understandings, capabilities and dispositions that children need for future work skills. When working in such diverse environments we help develop multi-skilled, literate, cooperative, creative, adaptable, independent and highly resourceful students.
At RPS our students take part in several specialist subjects throughout the school week including Performing Arts, Visual Arts, Health and Physical Education, Technology, and a multi-lingual approach to language learning both Italian and French. There is a range of extra-curricular activities for students to enjoy, such as lunchtime clubs, school band, choir and after-school activities such as coding, drama, multi-sports, science and soccer - something for everyone!
Our families value education and have high expectations of the school's academic and social/emotional provision. The school community is privileged to enjoy high student achievement and focused students. School Council, its committee structures and Ripper Families are committed to the school, its students, their learning and environment as well as increased sustainability practices.
Ripponlea Primary School offers opportunities for international students and families who wish to stay on a long-term basis and experience the opportunities that a small school can offer. Although small in student population, Ripponlea has big offerings in quality educational experiences
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.
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 marrung@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.
Full time / From 28/01/2025 - 26/01/2026
Classroom Teacher
Natalie Rose | 95275728