Rubicon Outdoor School offers a rare opportunity for teachers to deliver the Victorian Curriculum through residential, outdoor and experiential learning. Based at the Thornton Campus, this role suits teachers who are motivated by outdoor education, student wellbeing and making a lasting impact beyond the traditional classroom.
Our school is a Victorian Department of Education specialist outdoor school, working in partnership with government secondary schools to deliver high-impact, curriculum-aligned residential learning experiences. Our purpose is to empower young people to experience lifelong positive growth, supporting students to develop a strong sense of self, positive relationships with others, and the skills required to contribute meaningfully to their communities and a sustainable future.
Our work is guided by a clear and shared set of values - Sustainable Futures, Shaped by Challenge, Building Community and Meaningful Experiences. These values shape how staff work together, with a strong emphasis on collaboration, reflective practice and shared responsibility for student outcomes. They also guide how we support students through challenge and prioritise wellbeing alongside learning.
Rubicon Outdoor School operates across two distinct campuses, each offering unique learning environments:
Thornton Campus, located in the Rubicon Valley on the lands of the Taungurung People in the Murrindindi Shire; and
Nayook Campus, situated within the Baw Baw Shire between the lands of the Bunurong, Wurundjeri and Gunaikurnai Peoples.
Each year, approximately 3,000 Victorian government school students attend Rubicon Outdoor School, with most programs delivered as five-day residential experiences. Classes are allocated to campuses based on cohort size, learning needs and the distinctive geographical features of each site that best support student outcomes. Students predominantly live on campus, with learning taking place both onsite and offsite during the day and overnight in local natural environments.
All programs are explicitly aligned to the Victorian Curriculum and are co-designed with attending schools through a collaborative planning process. Clearly articulated content descriptions and learning intentions guide instructional practice and the intentional selection of adventure activities and teaching environments. Teachers are supported to develop specialist expertise in outdoor education, curriculum design and student wellbeing, commonly working in small, collaborative teams.
The school is supported by an active and engaged School Council, which plays a key role in policy development, strategic priorities and resource allocation. Council membership includes representatives from the Department of Education, staff, key stakeholder groups and the broader community, reflecting a collaborative and transparent approach to governance.
Aligned with both school values and those of the Department of Education, Rubicon Outdoor School fosters a professional, supportive and purpose-driven workplace, where staff are encouraged to collaborate and contribute to meaningful learning experiences that extend students understanding of themselves, others and the world around them
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 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 professional learning to continually improve the quality of teaching.
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.
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 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 [email protected]
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.
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
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
- This role will suit teachers who value highly relational practice, enjoy working in dynamic environments with a wide variety of students, and are motivated by experiential learning in developing student capabilities and student wellbeing.
- Experience in outdoor or residential education is advantageous.
- This position is based at the school's Thornton Campus
- Due to the nature of the position, applicants are expected to possess or be able to gain a first aid qualification and a light rigid vehicle license.
- Successful applicants are required to have experience and qualifications in a number of adventure activities taught with at the school, and maintain competency whilst developing further proficiency throughout their 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
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.
