Graduate Teacher Program

Location Profile

Rollins Primary School is a multi-campus school situated in the quiet residential suburb of Bell Post Hill north-west of the Geelong city centre with a second campus for Year 3/4 students located 4 kilometres away in Batesford.

The school operates fifteen classrooms and is organised into three straight classes in Prep, two in Year 1, two in Year 2 with the remaining eight classes being multi-age Year 3/4 and Year 5/6. Two of the five Year 3/4 classes are located at the Batesford campus. Specialist programs operate in the areas of Visual Arts, Physical Education, Music, LOTE (Indonesian) and ICT. Literacy and Numeracy intervention programs support students from Foundation to Year 6. Students attending Batesford attend the Rollins campus Friday of each week for specialist program sessions and opportunities to meet with other students and staff. Students from Rollins visit the Batesford campus regularly and there are shared events and excursions.

Our Beliefs

Our school values represent the needs and aspirations of the whole school community and we acknowledge the need for the school values to be continually reinforced. Our REACH (Respect, Encouragement, Ambition, Consideration and Honesty) values are entrenched in all school documentation, are displayed visually in high traffic and readily accessible areas of our school and pervade our daily interactions with all members of the school community.

Our Vision

At Rollins PS our vision is to provide our children with an innovative learning environment and a caring, nurturing approach to student wellbeing. We do this by:

Focusing on our five agreed REACH values Continuing to build a positive, supportive school culture Building a learning community that strives for continuous improvement Encouraging all to reach their potential Providing a comprehensive, inclusive curriculum, where all students have access and the opportunity to experience success Modelling cooperative learning strategies in classrooms Encouraging teachers and students to be ‘risk takers’, to experiment, to evaluate and support one another in a non-judgmental, non-threatening way Providing practical, experimental and ‘hands on’ learning styles and experiences for the students Communicating openly between teacher-to-teacher, teacher-to-student and teacher-to-parent Ensuring all children can feel safe and secure knowing that they are cared for and valued as individual people.

SC1         Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2         Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning. 

SC3         Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4         Demonstrated high level written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5         Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

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 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.

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