Location Profile

Queenscliff Primary School

Location: 20 Stevens Street, Queenscliff, 3225

Our School

Queenscliff Primary School is a small, high-performing coastal school situated in the historic township of Queenscliff on the Bellarine Peninsula, overlooking picturesque Swan Bay. Located approximately 30 kilometres from Geelong and 105 kilometres south-west of Melbourne, our school enjoys an enviable coastal setting and strong connections with the Queenscliff and Point Lonsdale communities.

With approximately 170 students from Prep to Year 6 across eight classes, Queenscliff Primary School offers the benefits of a close-knit school community where students are known, valued and supported as individuals, combined with a strong culture of academic excellence, innovation and continuous improvement.

Queenscliff Primary School is a high-performing school with a strong record of academic achievement and student growth. We have high expectations for every learner and are committed to providing rigorous, purposeful and evidence-informed teaching and learning programs that enable every student to thrive.

Our staff are a highly committed, team-oriented and professional team who share collective responsibility for the learning, wellbeing and success of every student. We value positive relationships, professional trust, collaboration, curiosity and a commitment to continually strengthening our practice.

We are seeking a passionate and highly effective classroom teacher who shares our commitment to evidence-based teaching, high expectations, strong relationships and excellence in learning.

Our Vision and Values

Our school motto is `Learning for the Future¿.

At Queenscliff Primary School, we believe that every student can learn and achieve success when provided with high-quality teaching, high expectations and the right level of support and challenge.

Our approach to curriculum and instruction is underpinned by the Victorian Curriculum 2.0, Victorian Teaching and Learning Model 2.0 (VTLM 2.0), the Science of Learning and contemporary evidence about how students learn.

Teachers plan, teach and assess through consistent whole-school instructional approaches that prioritise explicit teaching and evidence-based practice. Our curriculum is guaranteed, viable and rigorous, while being responsive to the learning needs, strengths and abilities of individual students.

We believe effective teaching combines a strong evidence base with deep knowledge of students, professional judgement and responsive classroom practice.

Teaching and Learning

At Queenscliff, we believe that great teaching is built on high expectations, evidence-based practices and strong relationships.

Our approach is underpinned by the Victorian Teaching and Learning Model 2.0, Victorian Curriculum 2.0 and the QPS Explicit Teaching Instructional Model. We place a strong emphasis on explicit teaching, effective planning and assessment, evidence-informed practice and consistent routines.

We value both the Science of Learning and the Art of Teaching knowing students well and how they learn best, exercising professional judgement and making purposeful decisions that respond to the needs of every learner.

Our staff work collaboratively and are supported to develop their practice through professional learning, feedback and continuous improvement.

While academic excellence is a priority, we believe deeply in educating the whole child.

Students participate in a rich range of specialist and curriculum programs including Physical Education, Science/STEM, Performing Arts, Visual Arts and First Nations Studies. Students learn Wadawurrung Language as part of First Nations studies.

Our Culture

One of the greatest strengths of Queenscliff Primary School is our people and culture.

Our team are characterised by strong relationships, collegiality, collaboration, high expectations and a shared commitment to doing the good work for our students.

We believe that outstanding schools are created when staff have collective responsibility for student success. Our staff collaboratively plan curriculum, analyse evidence of student learning, share effective practice, engage in professional learning and support one another to continually strengthen teaching and learning.

We value professional curiosity and continuous improvement. Staff are encouraged to reflect on their impact, seek and provide feedback, engage with evidence and contribute their expertise to our collective work.

We are looking for a teacher who:

- holds high expectations for every student and believes all students are capable of learning and achieving success;
- demonstrates strong knowledge of curriculum, assessment and effective classroom instruction;
- is committed to explicit teaching, the Science of Learning and evidence-based practices as well as valuing the Art of Teaching and professional judgement;
- understands the principles underpinning the Victorian Teaching and Learning Model 2.0;
- creates calm, safe, inclusive learning environments characterised by clear expectations, routines and positive relationships;
- cultivates genuine and positive relationships with students, families and colleagues;
- values collaboration and is willing to contribute their knowledge and expertise while learning from others;
- demonstrates curiosity, reflection and a commitment to ongoing professional growth;
- contributes positively to staff culture and understands the importance of collective efficacy and collective responsibility for student success;
- embraces inclusion and is responsive to the diverse strengths, backgrounds and learning needs of students; and
- is willing to contribute to the rich curricular,



extracurricular and community life of Queenscliff Primary School.

Join Queenscliff in 2027

Joining Queenscliff Primary School is an opportunity to become part of a high-performing, welcoming and collaborative school community with a clear educational vision, strong professional culture and unwavering commitment to student learning and wellbeing.

You will join a team that values evidence-informed practice, professional learning, collaboration and high expectations, while working in one of Victoria's most unique coastal communities.

If you share our commitment to high expectations, strong relationships and excellence in learning, we would love to hear from you.

Please submit your Cover Letter, CV and responses to the Key Selection Criteria as one PDF document, titled with your name. Please include the contact details of three referees (phone and email preferred).

For further information about the role, please contact Mat McRae, Principal on 03 5258 1***.

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 VTLM 2.0, Explicit Teaching instructional practices,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 qualified 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

No job description available

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 is 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

Program Benefits

No job description available

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) program 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 where the LANTITE requirement is part of the Victorian ITE program completed by the person).

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

📌 Classroom Teacher (Queenscliff)
🏢 Department of Education Victoria
📍 Queenscliff