Classroom Teacher

Job posted: 12/05/2022
Applications close: 25/05/2022 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: North West Region | Kilmore

Job type: Full time / From 11/07/2022 - 09/01/2023

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1278597

Reference: 1278597

Occupation: Teacher

Salary Range: Salary not specified

Work location: North West Region | Kilmore

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

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


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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

So you’re scrolling through Recruitment Online, looking for that perfect job, that school that is the perfect match for you. You’ve read a thousand school descriptions and they’re just not hitting the mark. And then you stumble upon Willowmavin Primary School. “Willowmavin,” you say to yourself. “Willowmavin… Where on Earth is that?”

You head to Google Maps and discover that Willowmavin Primary School is located just six kilometres to the West of Kilmore – on the brow of a hill with sweeping views of the McHarg Range, to be precise. A little further research and you will find that Willowmavin Primary School’s vision is to develop students to be the best they can be, a place where students are supported and challenged to achieve beyond any perceived potential by developing a growth mindset – an understanding that extra effort will lead to higher achievement.

So you’ve dipped your toes in the water and now you want to know more. You come back to Recruitment Online and from further reading you learn…

Our Students

Our 66 students are each individuals and we celebrate their diversity and uniqueness. One thing all of our students have in common, however, is that they are all members of the Willowmavin Primary School Community. Our students are the centre of what we do at Willowmavin. All decisions are based around one question: “Will this improve outcomes for our students?” We use student surveys and student leadership roles, such as our Junior School Council, to provide our students with a voice in their school and to ensure we have student-centred classrooms. Students are provided with strong wellbeing support, including a school chaplain; are immersed in learning programs based on the Victorian Curriculum; and are provided 21st Century learning tools to make learning accessible and engaging for every student.


Our Staff

Similar to our students, our staff come from different backgrounds and bring a diverse range of skills and talents to our school. And just like our students, our staff also have one thing in common – an immense dedication to the students and community of Willowmavin. Staff travel from near and far to be here and work in collaboration to achieve success for our students and our school. All staff are steadfast in their commitment to make Willowmavin Primary School the best it can be. Just as we seek to develop lifelong learners in our students, we also seek to develop a school staff that continue to learn to improve their practice. Our staff work as a Professional Learning Community, analysing student assessment data on an ongoing basis to evaluate and plan teaching and learning programs and ensure students are consistently receiving learning targeted at their point or need. Staff engage in regular professional learning to ensure their teaching is aligned to evidence based, best practice. Our staff are determined to work in partnership with our families and community in our continuous pursuit of achieving improved outcomes for the children in our care.


Our Curriculum

Our core priority is to provide students with opportunities to achieve outstanding Literacy and Numeracy outcomes. Daily one hour Reading, Writing and Mathematics lessons are provided for students with differentiation key to providing students with learning at their point of need. Our Resilience, Rights and Respectful Relationships program supports students to be respectful citizens, capable of overcoming challenges and setbacks, and maintaining positive mental wellbeing. Specialist subjects include Visual Art, Digital Technologies, Discovery (STEM) and Health and Physical Education, with the re-introduction of AUSLAN in 2022.


Our Families

Students achieve greater outcomes when schools work together with their families. At Willowmavin Primary School, we seek to not only build close relationships with our families, but also to build the capacity of our families to engage in their child’s learning. We instil a sense of belonging in our families through providing multiple mediums in which our families can contribute to our school. This includes working both in and out of classrooms and through being involved in one of our parent bodies. Our families play a pivotal role in our school and we value their insights. Through surveys, parent groups and forums, and multiple communication avenues, we regularly seek feedback from families on how we are performing in our constant efforts to improve.


Our Community

Geographically, our school is located amongst the farms of Willowmavin. However, our school community is made up of people from well beyond the Willowmavin border. We have built, and will continue to build, a school community that is passionate about our school and has the opportunity to contribute to and develop it. We are working together as a community to create a school that, whilst small in size, is big in stature.


Our Values

At Willowmavin Primary School, our goal is to develop students who seek to achieve beyond any perceived limitations and who are respectful, resilient and safe members of our community. We work in close partnership with our families and the broader area, always ensuring that all members of the Willowmavin Primary School Community uphold our school values of:

Be Your Best: To always do your best and be the best that you can be. This is especially important when nobody else is watching.

Respect: Thinking and acting in a way that shows others you care about their feelings and their wellbeing. Respect also means taking care of yourself, others, our school property and our environment.

Resilience: The ability to accept that things will sometimes be challenging and not go the way you would like, and not letting such situations cause you to give up or become overly upset.

Safe: Always acting and behaving in a manner that ensures we are looking after ourselves and each other so that we feel healthy, safe, comfortable and happy.


And so, now you know all about us at Willowmavin, you have one question to ask yourself: Do we sound like the perfect match for you? If so, scroll down and click that “Apply” button and let’s find out if you’re the perfect match for us.

Please note, this position has the potential to extend beyond 2022, dependent on 2023 school enrolments.

Classroom Teacher

Job type:

Full time / From 11/07/2022 - 09/01/2023

Job classification:

Not provided


Andrew O'Callaghan | 5782 1319

Classroom Teacher