Science Specialist - STEAM

  • Victoria State Government - Education and Training
  • Melbourne VIC, Australia
  • 12/01/2021
Full time - Fixed Term Teaching

Job Description

Location Profile

Rolling Hills Primary School is located in Mooroolbark approximately 35 km east of Melbourne CBD, at the gateway to the Yarra Valley.

The school has a current enrolment of 380 students with 50 teaching and non-teaching staff. The student population is stable with very few students moving in or out of the school once they have enrolled. Students are spread across 18 classrooms, with a combination of single level and multi-level classes. Additional specialist staff cater for Performing Arts, Visual Arts, Physical Education, LOTE and all classes have access to the Library with their teacher. A strong Administration and Integration team complements all school programs with extra support provided by the Learning Support, School Chaplain, Department Speech Pathologist and Psychologist. Rolling Hills has a strong focus on student well-being which underpins all school programs. The school follows the Tribes process to develop a strong learning community, where all members are supported to become independent, lifelong learners. The school is renowned for its inclusive and diverse programs, with success coming from the provision of individualised programs to enrich or support students at their point of need whilst always identifying the development of the whole child at the core. An integral aspect of personalised learning is through Inquiry and Developmental Play curriculum.

The school’s values are responsibility, honesty, pride and support. All parts of the school community – students, staff, parents and friends – are expected to strive to be their best in reference to these values. Our Tribes Agreement are Mutual Respect, Appreciation, Personal Best, Safety, Attentive Listening and Right to Pass.

The school has two key buildings and separate facilities include an Art Room, Library and Gymnasium that caters for interschool sports, assemblies and general community activities. The school grounds are extensive, consisting of three playground equipment areas (including an all-abilities playground), an oval, synthetic turf courts, asphalt play area, buddy seat and arboretum. The William Barak Building is home to an Out of School Hours program that operates during school terms. The school continues to fundraise and invest in its grounds and facilities in the pursuit of having the best possible learning environment and spaces.

The use of Information Communication Technology Skills across all aspects of learning is integral to our programs. Rolling Hills Primary School has a combination of laptops and iPads available for student use. There is a Bring Your Own Device (BYOD) program operating for our year three to six students. All classrooms have Smart TVs.

Parent involvement in the school is essential to Rolling Hills Primary School. Parents work closely with staff to support their children’s learning at school and at home. Parent involvement in the school includes involvement in class programs, excursions and camps, canteen volunteering along with School Council and Parents & Friends Committee. Communication includes the school newsletter, website, Compass School Manager system, information sessions, assemblies, notices and student led parent teacher interviews. The teaching staff at Rolling Hills Primary School are active members of our learning community, committed to providing learning environments focused on educational excellence and personal growth, assuming a collective responsibility for the school’s vision and goals. All staff actively support all school activities and programs.

Selection Criteria

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

SC2 Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Please outline your knowledge, skills and capabilities in the area of STEAM. Share an example of when you have worked with a school’s leadership team to drive sustainable improvements in the learning and teaching of STEAM across the school.


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.


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.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

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

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


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.


Biology, Chemistry, Physics, and other Sciences  

School Type