Job ID 1242241
Location Romsey Primary School
Department Romsey Primary School
Role Type Primary Teacher/Targeted Financial Incentive
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 10/24/2021
Begin Date 01/28/2022
End Date 12/20/2024
Contact Name Kimberley Nicholls
Phone 5429 5099
School Website Romseyps.vic.edu.au
Romsey Primary School is an inclusive government primary school for years Prep – 6. The school was established in 1865 just north of the township and was relocated in 1994 to its current 11.5ha site in White Avenue. In 2021 we have 302 students enrolled, drawn mainly from the town and immediate area, the enrolment has remained steady for the last 3 years. The students at Romsey Primary School draw from families with a socio-economic profile slightly higher than the state average. The Student Family Occupation and Education (SFOE) index of the school is 0.4098, indicating a marginally lower likelihood of education disadvantage when compared to the state median SFOE of 0.4400.
The staffing profile consists of 18 Equivalent Full Time teaching staff which are made up of 2 principal class members, 1 Learning Specialist, 1 Leading Teacher, 13 class teachers, 2 .5 teachers in the role of intervention and 3 specialist program teachers (Physical Education .8, Visual Arts .5 and STEAM .5). There is the equivalent of 9.4 Educational Support (ES) staff who work across the school in administration, the Program for Students with Disability (PSD) and first aid. The school leadership team consists of the principal, assistant principal, learning specialist and unit/curriculum leaders.
Our whole school vision is – RPS is an inclusive and empowering learning community which fosters confident, creative, caring, curious and collaborative learners who “dare to be excellent”. The values are Respect, Integrity and Responsibility, which are positioned in our values triangle overarching the You Can Do it Keys of Resilience, Confidence, Getting Along, Persistence and Organisation as the skills which form a strong base for our excellent learners.
The teaching of literacy and numeracy is underpinned by a whole school consistent approach. The teachers differentiate the curriculum to suit the individual learning needs of our students. Planning and assessment practices are a high priority and are used to drive curriculum planning and delivery, and are used to track student progress. The school has instructional models for the teaching of literacy and numeracy. An assessment schedule drives the timing of evidence gathering across the school. The teaching teams are divided into 5 PLC teams which drive the teaching and learning cycle for each unit in the school.
The You Can Do It program underpins the wellbeing program for the school. A School Wide Positive Behaviour Approach was implemented in mid 2018. The school has a Positive Behaviour Matrix for student and staff learning behaviours which were developed in collaboration with the relevant stake holders. Positive acknowledgements are given to the students and are tracked. Students are acknowledged publicly in assemblies and with certificates. Pink slip (negative data) is also tracked and monitored. Both sets of data are maintained on Sentral and are analysed for trends by the Wellbeing and SIT teams.
The information, communication and technology (ICT) infrastructure includes quiet areas, investigative spaces and community hubs. Netbook banks are provided in all areas of the school and interactive whiteboards or tv monitors are in all classrooms to support the learning environment. A BYOD program was introduced in 2019 for the Yr 3-6 students.
The school facilities include a gymnasium, library, performing arts centre, art room and canteen. Within the grounds, there are areas for soccer, football and cricket, an athletics track, basketball, netball and tennis courts. Environmental projects within the school grounds include the kitchen garden area, orchard and chook shed. The children are encouraged to engage in imaginative play and calculated risks with the school’s PlayPod and large sandpit, students are able to build cubbies with branches and are permitted to climb trees as part of their play.
Parent involvement at the school includes opportunities within the School Council, the Parent Committee, Kitchen Garden group, classroom support programs, sporting events, camps and excursions. Parents are partners with staff in developing positive educational outcomes. Parents participate in their children’s education through fundraising, special days, celebrations and classroom support. Parent communication has been an ongoing focus, the school newsletter, website, Sentral, and a Facebook page are our main communication channels.
In March of 2018 the State Government announced a $3.2M grant called the Romsey Regeneration Project which was to investigate expanding Romsey Primary School from a P-6 to a P-9 and to upgrade and modernise facilities. A community consultation process was undertaken in September 2018 in relation to a P-9 school which was dismissed in April 2019. Initial planning for the upgrading of current facilities for the P-6 was undertaken through consultation sessions with students, staff and families. The school is currently nearing the completion of the building stage of this program.
The school meets all requirements of the VRQA, including Child Safe Standards.
Demonstrated knowledge of relevant curriculum, including the capacity to provide differentiated and stimulating educational programs to develop positive relationships with students who have an intellectual disability, and who may also present with challenging behaviours.
Demonstrated capacity to monitor and assess student learning and use data to inform teaching practice to provide feedback on student learning growth and achievement to school stake holders, students and parents.
Demonstrated capacity to use high impact teaching strategies based on individual student needs, and evaluate the impact of the learning and teaching program on student growth.
Demonstrated high quality communication skills and experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, well-being and engagement.
An ability to demonstrate behaviours and attitudes consistent with department values reflecting upon own practice including the engagement in professional learning to continually improve the quality of teaching and learning.
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:
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-curricular activities.
The role of classroom teacher may include but is not limited to:
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.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.