Classroom Teacher

Job posted: 17/03/2023
Applications close: 30/03/2023 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 01/05/2023 - 18/01/2024

Organisation: Education

Salary: Salary not specified

Occupation: Teacher

Reference: 1337252

Reference: 1337252

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern 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 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

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.

Location Profile

Valkstone Primary School is located in Bentleigh East, Melbourne. We have a student population of 706 currently, with 62 full- and part-time-time staff.  The School Improvement Team in 2023 will comprise of the Principal, Assistant Principal, four Leading Teachers (3.0 FTE) and three Learning Specialists (2.4 FTE). The SFO Index is 0.1758 and the SFOE Index is 0.1308.

There are 28 classes (four at each year level) which are housed in well-maintained and resourced learning spaces. Effective teaching teams collaborate to plan and implement highly engaging instruction based on the Victorian Curriculum/FISO 2.0 and the Valkstone Instructional Model. All teachers use digital technology as a learning tool and Compass is the administrative/learning portal.

Student achievement is at or above the expected level in all areas of English and Maths, with students demonstrating above average growth. Specialist programs at Valkstone are Art, Music, Physical Education, L.O.T.E. – Japanese, and Digi-Tech. The L.O.T.E. program uses iPads and teleconferences are held regularly with our sister school, Tako Elementary, near Osaka. Our school also employs an EAL (English as Additional Language) teacher to support our students for whom English may not be their first, second or third language. Environmental education and student initiatives have established a vegetable garden, outdoor learning area and frog pond.
A well-stocked library is used by all classes weekly and is open at lunchtimes as a recreation option for the children.

Sporting facilities include: an indoor basketball stadium used for P.E. classes and whole school assemblies each Monday morning, outdoor netball and basketball courts, an oval with cricket pitch, nets and football goal posts, a small soccer space with goals, a rebound wall and multiple bat tennis courts. Six playground installations provide multiple sources of fitness fun and an outdoor chess board with large chess pieces challenges mental muscles.

Our strong values education program, along with Respectful Relationships, The Resilience Project and Growth Mind Set are embedded in daily practice, producing a positive school culture that has consistent and clear expectations for high achievement and respectful behaviour. Student leadership programs include buddies (Year 5 with Prep), Peer Mediators (Year 6), Junior School Council (1- 6), Green Team (4 – 6), a Student Leaders Team, House Captains and School Captains.


Role Description (if no spot to put it then this can go in the location description section:

The ‘Leading Teacher (Curriculum Innovation)’ is a key member of the Valkstone Primary School Leadership Team. They are open to learning, embrace challenges, and bring a solution-focused mindset. They will work closely with the Assistant Principal (Curriculum) to build the capacity of the staff team, ensuring consistencies and connections across the school.



In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Leading Teacher (Curriculum) include, but are not limited to:

  1. Leading the ongoing development, documentation and review of the Valkstone’s unique guaranteed and viable curriculum, underpinned by the Valkstone Primary School Instructional Model and the Victorian Curriculum P-10
  2. Having an integral role in the development and promotion of the school vision (2023 forward)
  3. Exploring new and innovative educational pedagogy and practices
  4. Working collaboratively with students, the community and other staff
  5. Developing and implementing systems to ensure the VPS curriculum is implemented with veracity, consistency and measurable impact
  6. Leading the implementation of whole-school improvement strategies related to curriculum planning and delivery, including the systematic use of student voice and agency
Classroom Teacher

Job type:

Full time / From 01/05/2023 - 18/01/2024

Job classification:

Not provided


Angela Dawson | 95703986

Classroom Teacher