Classroom Teacher

Job posted: 21/06/2022
Applications close: 04/07/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 11/07/2022 - 30/09/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1284170

Reference: 1284170

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern 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


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


Our globally diverse school community works together to nurture engaged, socially responsible and resilient learners.  Students are empowered to experience challenge, develop independence and achieve success.

Our practice:

•              places students at the centre of all decision making.

•              is always informed by evidence and research.

•              includes high expectations of our students, staff and community.

•              creates a safe, inclusive learning environment for everyone.


Our school values reflect the beliefs we hold about how our students learn, how our school operates and how we relate to one another:

Respect: Considering others, their property and the environment

Responsibility: Being reliable, resourceful and owning your actions

Honesty and Integrity: Being fair and trustworthy

Commitment: Persisting, giving your best and bouncing back

Location and Environment – Highvale Primary School is located within the City of Monash in Glen Waverley in a leafy, park like setting. The school was established in 1969 and is an integral part of the local area. The school has a current enrolment of 335 students many of whom come from families who speak a language other than English, in particular Mandarin, enriching the cultural diversity of the school.

Highvale Primary has a shared vision and purpose, common language and shared, evidence-based expectations of teaching for learning. Our culture is built upon our School Values and has a focus on continuous improvement. A supportive collegiate environment enhances student learning and teaching practice.

Our school’s guaranteed and viable curriculum includes a focus on English, Mathematics, Science, Health and Humanities and the Victorian Curriculum Capabilities. Our specialist program includes German and Mandarin as our Languages, specialist Physical Education, specialist STEAM (Science, Technology & Engineering, Arts, Mathematics) program, Performing Art and our whole school Response to Individual needs (RTI) program.  Student empowerment, personalised, and digital learning further enhance engagement and are central to exemplary student outcomes and connectedness. Each teacher is required to actively participate in all meetings and work as an active member of their Professional Learning Team.  Central to this is each teacher’s strong commitment to whole school professional learning including active participation in the PLC inquiry approach.  Explicit norms and protocols exist to ensure clarity of purpose, roles, collective expectations and to support collaborative planning and work.  Participation in the broader school program including lunchtime and extra-curricular enrichment programs such as sport, debating and choir and before or after school activities and community events is an expectation.

Our commitment to child safety and our school values of respect, responsibility, honesty and integrity, and commitment are an essential part of the school’s ethos and underpin our approach in all areas. Highvale Primary School complies with all Child Safe Standards as described in Ministerial Order 870.  A copy of our Child Safe policy and Child Safe Code of Conduct can be found at http://www.highvaleps.vic.edu.au/school-policies .  All staff members, volunteers and contractors are required to comply with the Ministerial Order 870, the Highvale Primary School ‘Child Safe’ policy and Code of Conduct.  Applicants are advised that the selection process will involve a rigorous background check including a current Working with Children Check (WWCC) and / or VIT registration status.

As well, our school wide Positive Behavior for Learning (PBL) approach provides the framework to proactively develop and support student wellbeing across the school.  Restorative practices, our cross age ‘Buddy’ program and a focus on student voice are central to this approach.   Student voice includes regular feedback to teachers regarding the learning program by students. Parents are warmly welcomed into each classroom and actively support the daily learning program at all levels of the school.


Please note that this position may have the potential to extended beyond the original contract, including consideration for Ongoing subject to the required Merit and Equity processes.

Classroom Teacher

Job type:

Part time / From 11/07/2022 - 30/09/2022

Job classification:

Not provided


Steve Richardson | 03 9887 8000

Classroom Teacher