Classroom Teacher (Classroom Teacher)

Job posted: 14/05/2024
Applications close: 27/05/2024 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 03/06/2024 - 28/06/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1415475

Reference: 1415475

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

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@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:


DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:



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

At Cranbourne Primary School staff are positive, committed and work as a team to support students and each other. We work together to give new approaches a try and have fun while doing it. We encourage you to contact the principal (Lachlan.yeates@education.vic.gov.au) to organise a tour of the school. More information about our programs and reasons why you should work at Cranbourne can be found here: https://www.cranbourne-ps.vic.edu.au/page/318

Cranbourne Primary School is located in the Casey South Network and the municipality of the City of Casey. The City of Casey is the third fastest growing municipality in Victoria. Cranbourne Primary School is located geographically in the original section of Cranbourne within walking distance to the Cranbourne Park Shopping Centre, Casey RACE ¿ swimming centre, Cranbourne Secondary College, Cranbourne library, and the Cranbourne sporting complex. The school has a designated geographical zone with some of enrolled students travelling to the school from outside the dedicated zone. The SFO is currently 0.60 and the SFOE index is 0.5126. 

The student enrolment is currently 245. The school is structured into four Learning Communities - Foundation, Junior, Middle and Senior. The student population is culturally diverse with families who have backgrounds which include over 28 languages, including English and 64% of students with Language Background Other Than English (LBOTE). Our students with limited English are supported by a 0.8 EAL teacher, who provides students the opportunity to develop their oral and literacy skills in small groups. The school has increased practices of inclusion for students and families who are refugees and/or who have experienced trauma. This work was undertaken in partnership with Foundation House. We operate a Community Hub to promote and develop community connections which operated Monday to Thursday. We also operate an OSHC facility at our school providing much needed support to our families requiring Before and After School care.  

Cranbourne Primary School staff plan, teach and assess student outcomes collaboratively in Professional Learning Teams. The teaching and learning is planned and delivered using our Instructional Model that is based on E5.  Students participate in specialist classes that include PE, Health, ICT and Visual & Performing Arts. Students have access to Mad on Music, which is an external instrumental music program delivered during school hours to students. Specialist sessions are conducted concurrently to provide teachers from the same Learning Community with shared planning time.   

In 2024 the staffing profile of the school includes 1 Principal, 1 Acting Assistant Principal, 1 Learning Specialist, 1 Wellbeing Co-Ordinator, 11 home group teachers, 0.9 EAL teacher, 2.6 specialist teachers offering PE, ICT, Visual & Performing Arts, 2 Administrative staff, 2 Wellbeing support staff and 8 Integration Aides. Total FTE 28.80.

The school is supported strongly by parents who contribute to School Council and actively raising funds through our Community Links Group.

Students transition into the school from feeder Pre Schools and Day Care Centres which are mainly local in Cranbourne. The majority of Year 6 students go on to local schools including Cranbourne Secondary and Cranbourne East Secondary, however, some students do transition beyond the Cranbourne area.

The school supports students on the PSD program and all student wellbeing across the school by working closely with families and coordinating support from external service providers including: Orange Door, Kids Hope mentor program, Versa Learn - Speech Pathologists, Occupational Therapists, Paediatricians, Monash Children¿s Hospital, Psychologists and the Casey South network SSSO team. 

The school has established strong partnerships with DFFH, Lookout, Berry St to support students in OHC and the regional KESO supporting our students who identify as Indigenous.

Our CPS gymnasium after being upgraded has improved the connections to local sporting groups and re-established partnerships through the hiring of our facilities.

Classroom Teacher (Classroom Teacher)

Job type:

Full time / From 03/06/2024 - 28/06/2024

Job classification:

Classroom Teacher


Lachlan Yeates | 5996 1744

Classroom Teacher (Classroom Teacher)