Graduate Teacher Program

Location Profile

At Rockbank Primary School we are invested in our students, our staff, our families and our community.
We pride ourselves on being a fabulous staff team who are passionate, who work together positively and collaboratively to make Rockbank Primary School the best school to work in and grow our students academically to their highest potential.
Coupled with this we relentlessly promote and support the development of student¿s social and emotional wellbeing.
At Rockbank Primary School we share a student-centred approach.
There is strong support for children with additional needs with the school employing a Mental Health in Primary Schools Inclusion Leader to coordinate supportive structures such as our Social Skills and Social Emotional Learning Programs.
There is also a dedicated Wellbeing space to support all our students.
Our current Leadership structure includes a Principal, three Assistant Principals who lead Curriculum, Wellbeing and Inclusion.
Our two Leading Teachers provide curriculum support to all cohort teams and who implement a Mentoring/Coaching/Peer Observation program with staff to build teacher capacity.
We are the Rockbank Primary School Team
At Rockbank Primary School we celebrate student learning, achievements, accomplishments and growth.
We are a school that value relationships as we continue to focus on and build a sense of team and community that develop the culture we are proud of.
Rockbank Primary School has well established resources and programs and we continue to strengthen and build upon our resources as our team expands and changes, bring new skills and expertise.

We are a leading school that values our staff and fully supports the implementation of the 2022 VGSA.
The leadership team are proactive in all areas across the school, and these practices are valued by our staff.
We model `life-long learning¿ for our students at Rockbank Primary School, and as our students, WE GROW OUR STAFF TO BE GREAT The opportunity for staff to be life-long learners is encouraged and supported by leadership, with the option of study leave to support a range of courses undertaken to build teacher capacity to improve student outcomes.
Staff participate in ongoing Professional Learning Communities focussed on student improvement using data analysis to determine Individual Student Goals.
All students at Rockbank Primary School have Literacy, Numeracy and Social/Emotional goals.
Our students benefit from the `Lunchtime Clubs¿ that are provided by both our teachers and ES team.
We provide: Tech/ICT Club, Art Club, Community Crusaders ¿ The Garden Club, skipping, music/dance, quiet drawing and games.

Rockbank Primary School is located in the old township of Rockbank adjacent to the Western Highway.
The school was opened in 1868 and has a current enrolment of 635 in 2025, with this number rising steadily with the growth in this suburb.
The school moved to its current location in 2009.
The Rockbank Primary School motto ' Nurture.
Believe.
Achieve.' highlights the school's commitment to catering for the diverse needs of our students.
Our school values of respect, learning, togetherness and safety, guide our practice and ensure that students have a clear understanding of the expectations and culture of our school.

The school is developing a diverse cultural population as we continue to grow, which has been welcomed by an inclusive community.
At Rockbank Primary School, we have developed an EAL framework to support students and families who have English as an Additional Language, which is supported by an EAL Coordinator and Classroom Teachers.
In 2025 Rockbank PS our classroom structure consists of 24 classrooms, which includes: 6 Foundation classrooms, 8 x Year 1-2 classrooms, 6 x Year 3-4 classrooms and 6 x 5-6 classrooms.
The school has Specialist subjects in Physical Education/PMP, AUSLAN, STEM and The Arts.
Rockbank PS is a School Wide Positive Behaviour Support School and is also an early adopter of the Respectful Relationships program.
Our school also provides OT and Speech Therapy to support identified students.
Our school values are used as common language and underpin every decision; with the values linked to our school wide expected behaviours which are represented on our school matrix.
Our school wide house system is used to support a team approach to achieving success with Peacock, Harrison, Missen and Fisher all equally represented.
Come and visit us, we welcome school tours for our prospective students, families and staff.

Selection Criteria - Graduates

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills.
Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to 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 capacity to monitor and assess student learning.
Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills.
Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values.
Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Program Benefits - Graduates

Role - Graduates

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 - Graduates

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

Who May Apply - Graduates

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and not be employed as a teacher by the department at the time the advertised position is to commence

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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.
It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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

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.
Eligibility for incentive payments:

The successful candidate is committing to a minimum of 1 year employment at this school
The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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

VIT LANTITE

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.

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