SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

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.

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy.  Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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 726 801 or email on: brett.west@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

• 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.

Ripponlea Primary School is located in East St Kilda, only 10 kilometres south-east 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 people of the Kulin Nations, our school community past and present as well as our commitment to the future.  

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.

RPS empowers each student to connect with their true self and use their 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 is a Safe School and has implemented the School Wide Positive Behaviour Support (SWPBS) framework, Resilience, Rights and Respectful Relationships to build 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.

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 and lead special activities and events for the 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, though fosters 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. 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 2022, we had a total student population of 272. 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.

In 2022, we had 12 Full-time classroom teachers and 7 working in a part-time capacity. Additionally, in 2022, we had 8 Education Support staff consisting of a Business Manager, Office Administration, Intervention Specialist, and Integration Aides. 

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 are 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 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.