Classroom/Art Teacher

Job posted: 16/11/2022
Applications close: 29/11/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 27/01/2023 - 28/01/2024

Organisation: Education and Training

Salary: Salary not specified

Occupation: Teacher

Reference: 1315508

Reference: 1315508

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

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 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.


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

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.

EEO AND OHS Commitment

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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


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.

Location Profile

Aberfeldie Primary School was built in 1925 in a well-established, residential area in which many residents are third or fourth generation local families. The enrolment is currently 365. The majority of students are from English speaking backgrounds, with increasing numbers of students enrolling from other countries. The schools cultural mix has become more diverse with approximately ten percent of students coming from a family where one or more parents speaks a language other than English.

The school is located on 4.5 hectares and boasts several large playgrounds, oval and courts to cater for all ages and school activities. Facilities also include a Gymnasium, Library, eight netball courts and outside performance space. At the end of 2019, we officially opened the Joan Kirner Arts and Creativity Hub, which was recent remodel and Building Project with a new Art space, Library, flexible/multipurpose space and rooms for music tuition. The works also included the refurbishment of three existing classroom spaces. 2019 also saw the utilisation of the Inclusive School Grant to create a passive learning and sensory garden space, on the eastern end of the school. Completion of this space saw the development of the Cultivating Communities Food Garden Program.

The school's leadership structure has undergone significant changes across this strategic plan period. Further to this, engagement in the Professional Learning Community initiative saw the introduction of the PLC leadership roles that took the place of the team leader positions. We are developing in our use of the Professional Learning Community (PLC) model, which is data driven to ensure research based teaching practices are implemented. The PLC leadership team work collaboratively to develop their leadership practice and design pedagogical inquiries for their teams.

Our aim is to develop students who are confident, self-motivated and demonstrate exemplary skills in literacy and numeracy. We work to enhance teacher expertise that is underpinned by evidenced based principles of instruction, pedagogy, and our instructional model. The science of language and reading informs our learning and curriculum design for our literacy programs across the school. With the ‘big ideas in number’ providing strong foundations in numeracy for all students and Math Pathways offering high levels of differentiation and extension in year 5/6. 

Specialist programs include Physical Education, Languages (Japanese) and Arts. Student well-being programs are offered across the school to ensure that curriculum and wellbeing are integrally linked. We aim to nurture our students so that they become resilient, compassionate, adaptable and well-informed members of their community through the school’s Values of ‘Inclusion, Innovation and Success’ and School Vision of: “to see students succeeding academically, physically and socially supported by innovative teachers and an inclusive community”.

Aberfeldie Primary is committed to preparing students for the future and has actively promoted the use of technology as a learning tool across all curriculum areas. Year 3 – 6 students have their own iPads and they are integrated across all learning areas to support student learning.  The school also has sets of laptops and invests heavily in iPads for student use across the whole school, as well as ensuring that all classrooms have access to interactive televisions.

A school tour is highly recommended, and times can be scheduled through the school office on 9337 8084.


Classroom/Art Teacher

Job type:

Part time / From 27/01/2023 - 28/01/2024

Job classification:

Not provided


Nathan Gage | 393378084

Classroom/Art Teacher