2027 Classroom Teacher | Riverwalk Primary School | Where Geelong Meets Melbourne

2027 Classroom Teacher | Riverwalk Primary School | Where Geelong Meets Melbourne

Department of Education Victoria – Werribee VIC

5d ago , from Department of Education & Training Victoria

Riverwalk Primary School is a government primary school located on Timbarra Drive, Werribee, serving the growing Riverwalk community since opening in 2020. Conveniently positioned just minutes from the Princes Freeway, the school is approximately 30 minutes from Geelong and 35 minutes from Melbourne's CBD, making it easily accessible for staff travelling from across Wyndham, Melbourne's western suburbs and the Geelong region. The school's location within a rapidly expanding community provides exciting opportunities for educators to contribute to a thriving and innovative learning environment.

Riverwalk Primary School currently caters for over 900 students and includes a co-located two-room kindergarten. Situated within one of Melbourne's fastest-growing growth corridors, the school has been master-planned to accommodate up to 1,300 students. Ongoing residential development within the Riverwalk community and surrounding areas continues to drive strong enrolment growth. This sustained growth creates exciting opportunities for staff to be part of a dynamic, forward-thinking school community committed to continuous improvement and student success.

Riverwalk Primary School continues to grow, with the recent funding of our Stage Two building project marking an exciting milestone for our school community. This investment will deliver additional state-of-the-art learning spaces to support our growing enrolments and enhance the learning experience for all students. Together with our modern administration building, library, gymnasium, playgrounds and outdoor learning areas, the Stage Two development will ensure Riverwalk Primary School continues to provide fresh, innovative and purpose-built environments that inspire learning and support student success.

Riverwalk Primary School was the first Supported Inclusion School established in Victoria and, since opening, has remained committed to providing a safe, inclusive and supportive learning environment where every student can thrive. Our strong wellbeing team, clear support processes and collaborative approach ensure students receive the support they need to be successful at school. Through our School-Wide Positive Behaviour (SWPB) framework, we explicitly teach and reinforce positive behaviours, build strong relationships and create a culture of belonging, respect and success. By combining high-quality teaching, wellbeing supports and consistent whole-school practices, we empower all students to learn, grow and achieve their best.

Our vision is to be an inclusive school community where everyone is empowered to achieve excellence, reflected in our motto, Achieving Excellence. Our mission is to provide a safe, inclusive and supportive learning environment that inspires and challenges all members of our community to embrace learning and achieve academic, social, emotional and physical excellence. Our school values of Inclusion, Collaboration, Resilience and Excellence underpin all aspects of school life and guide our interactions, decision-making and learning culture as we work together to achieve excellence for every learner.

At Riverwalk Primary School, we are committed to continuous improvement and are currently implementing the Victorian Teaching and Learning Model 2.0 (VTLM 2.0), underpinned by the Science of Learning and an explicit teaching approach. We believe that every student deserves access to high-quality, evidence-informed instruction that maximises learning outcomes and supports success for all.

Our teaching and learning programs are grounded in evidence-based practices and a rigorous, knowledge-rich curriculum. We have implemented evidence-based programs and approaches in English to strengthen student outcomes in literacy and are continuing our improvement journey with the implementation of evidence-based approaches in Mathematics from 2027. Through explicit instruction, high expectations and responsive teaching practices, we are committed to ensuring every student develops the knowledge, skills and dispositions needed to thrive.

We empower learners to take ownership of their learning, celebrate achievement, build resilience and develop a lifelong love of learning. Strong partnerships with families and the wider community are central to our work, and we recognise that the best outcomes for students are achieved through collaboration and collective efficacy.

Selection Criteria

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.

Role

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.

Responsibilities

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.

Who May Apply

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

Child Safe Standards

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

DE Values

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 are available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

• 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

Conditions of Employment

• 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

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied ...

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

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