Classroom Teacher (Classroom Teacher)

Job posted: 08/09/2023
Applications close: 28/09/2023 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 29/01/2024 - 27/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1366581

Reference: 1366581

Occupation: Education and Training

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 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

DE 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

Waratah SDS provides educational programs for approximately 70-75 students with moderate to severe intellectual disabilities.  Many students also have an ASD diagnosis, physical or sensory impairments or complex medical needs. The school community encompasses a wide range of socioeconomic and ethnic backgrounds.  Almost 60% students come from non-English speaking backgrounds and our Student Family Occupation index is 0.69. Interpreters are used frequently to assist communication with families. 

One of the goals in our strategic plan is to form effective partnerships between home and school to improve student independence.  The school uses an app to communicate with families and employs a welfare officer two days per week to provide support to families, facilitate home school communication and assist families to access other services.  Support is also provided to parents in the form of morning teas, parent support groups, information sessions and family social activities.

Waratah SDS is located in Banksia St, Bellfield in purpose-built facilities which includes twelve classrooms; specialist areas for art, physical education, home crafts, music and therapy work spaces.  The school has large grounds and the external learning areas include two in-ground trampolines, play equipment, swings, sensory areas, outdoor gym, cubby house and a kitchen garden. A master plan for the external environment has been created and these spaces will continue to be developed as funding becomes available.  A partnership with Farm Raiser has resulted in a fully operational market garden being established at the rear of the school providing opportunities for developing work skills for our senior students.

In 2023, the school will undergo major building works to create a new community space and classrooms for the Senior Transition students.

The school also runs a Satellite Unit at Brunswick South West Primary School. We have two classrooms and play area which have been refurbished to meet the students’ needs. The partnership with Brunswick SWPS is very supportive and provides many opportunities for inclusion.  

The school is organised into three sections at the main site – Early Years (5-9 year olds), Middle Years (10-15 year olds) and Senior Transition (16-18 year olds).  Within each section class groupings reflect the needs of the students. Therapists mainly work in classrooms alongside teachers providing consultation and professional development for staff.  All classes are timetabled for specialist classes in food technology, art, physical education and technology.  A garden educator is two days per week to work with Middle Years and Senior students. 

The school aims to create a motivating and supportive environment that nurtures potential to learn and grow, experience success and enrich the community.  We believe that the best educational outcomes are achieved through a strong school and home partnership.  Our school provides a safe and secure learning environment in which challenging, stimulating and structured programs ensure that all students achieve success.  We aim for all students to become as independent as possible and to achieve their best by participating in a broad range of activities within both the school and community settings.  We recognize and value the individuality of our students. 

All students at Waratah SDS have an Individual Learning Program (ILP) which is developed at the with teachers, parents/caregivers, therapists and other relevant professionals contributing. The ILP forms the basis for the students’ programs for the year and reflects individual student’s abilities and progress towards increased independence.  Our Instructional Model emphasises using visual support, structure, repetition and teaching skills in a variety of situations to encourage generalisation.

A functional and integrated approach is taken to student learning with language/communication a key focus.  Alongside speech we use a range of alternative and augmentative communication systems which include signing, picture symbols, photographs and voice generating devices.  The Picture Exchange Communication System, core vocabulary and PODDS are used extensively throughout the school.  Opportunities for communication are incorporated into all aspects of the school day.

The therapy programs are an integral part of the school curriculum and are offered on a needs basis.  The therapy team includes a speech pathologist, occupational therapist, and physiotherapist.  The therapists work closely with teaching staff and provide valuable input into individual learning plans.  They work throughout the school demonstrating and discussing with teaching and support staff how the therapy components can be incorporated into classroom programs. 

Developing appropriate behaviour and social skills is also a priority in the school and the School Wide Positive Behaviour Support (SW-PBS) framework provides continuum of behavioural support that considers all students and emphasizes prevention.

Waratah SDS uses technology to engage students and improve learning outcomes.  All classrooms have an Interactive Whiteboard, iPad and PCs. We use video modelling to teach students desired behaviours.

The school believes that to improve student outcomes we need to improve teacher practice and we have a strong focus on professional learning.  Classroom observations and feedback through Professional Learning Teams (PLTs); mentoring/coaching from leading teachers and therapists; as well as targeted whole school professional learning; are the key strategies adopted.

Waratah SDS takes a zero-tolerance approach to child abuse and is fully committed to ensuring that its strategies, policies, procedures and practices meet all Child Safety Standards as specified in Ministerial Order No. 870 (2015).

Classroom Teacher (Classroom Teacher)

Job type:

Full time / From 29/01/2024 - 27/01/2025

Job classification:

Classroom Teacher


Bronwyn Welch | 94748700

Classroom Teacher (Classroom Teacher)