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.

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 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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

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.

At Brunswick South West Primary School (BSWPS), our purpose is to deliver education where students reach their potential physically, socially, emotionally, intellectually and creatively.  We believe our curriculum should work hard to create rich and developmentally-appropriate programs for our children.  We are deeply committed to state education and firmly believe in a state school’s capacity to deliver first-rate educational outcomes. Our school is affiliated with Waratah Special Development School which has a Satellite Unit within the school. Waratah’s students are integrated in a variety of activities across all year levels at BSWPS.

BSWPS has approximately 430 students. Students come from diverse cultures and backgrounds; the overall socio-economic profile is high and the proportion of students with English as a second language is also high (20% in 2022). Our school has a warm and welcoming atmosphere.

Strong literacy and numeracy curricula underpin all our programs. Information technologies are embedded in the curriculum. Our openness to new ideas and educational research initiatives ensures that our curriculum stays rigorous and lively and that our students are challenged and encouraged to extend themselves.

We offer high quality specialist programs in Chinese, Library, Physical Education, Visual and Performing Arts and Gardening. Complementary programs include Student Representative Council, Inter-school Sport, Bike Ed, Intensive Swimming Program, Talking the Talk, and camps.  An After School Performing Arts Program delivers music lessons in a range of instruments and circus/drama classes.  Out of School Hours Care and holiday programs operate on site.

Our staff is a cohesive team, particularly in the areas of curriculum planning and development, with opportunities throughout the week to team teach. We develop distinctive educational programs based on student learning needs; these promote diversity, inclusiveness and cooperation, and have a positive influence on the school’s character.

Parents are valued contributors to the school program and play a significant role in making BSWPS a vibrant, stimulating and friendly place. They support the school enthusiastically in classroom activities and organise fundraising and enjoyable social and cultural events.  The school’s Art Show and Fete reflect the rich working partnership of the school and its community. 

We value our positive relationship with the local community and encourage the responsible use of our facilities outside school hours. We in turn are regular users of local libraries, galleries, sporting facilities and other schools. Strong links have been forged with Denzil Don kindergarten, where we have a strong Kindergarten to Foundation transition program, including regular use of our school grounds during Discovery Time.

Our facilities include: the original 1927 three-storey building, recently refurbished; an astutely designed and recently refurbished 1970’s grey brick complex; a large assembly/recreation hall with stage; a state-of-the-art library; designated art room; and networked computers with projection screens throughout the school. The school’s extensive, award-winning grounds include passive and active play areas, a vegetable garden and orchard, a large playing field, basketball and netball courts and a new adventure playground.

The school aims to engage, challenge and empower our students so that they become curious, inclusive and respectful individuals.