Classroom Teacher (Classroom Teacher)

Job posted: 15/05/2024
Applications close: 28/05/2024 (Midnight)
8 days remaining

8 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 15/07/2024 - 04/10/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1415824

Reference: 1415824

Occupation: Teacher

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

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

School Profile

Taylors Lakes Primary School is one of the larger primary schools in the north western City of Brimbank.

Our school was established in 1989 and has grown from 169 students, peaked at 901 students in 1995, and has a current enrolment of 703. 

The school population is predominantly English speaking with a significant number of bi-lingual children.

The school is centrally located within the developed residential area of Taylors Lakes.  It shares a site with Taylors Lakes Secondary College and the Barbary Crescent Pre-School and this facilitates interaction between the secondary college and the pre-school.

Our priorities are Literacy and Numeracy, ICT and developing a strong Performance and Development Culture.

Our school promotes a strong and supportive learning environment with Student Welfare also being a high priority for our school.

Guiding Principles

Our school enjoys a strong reputation within the community.  There is a positive atmosphere nurtured by the school administration, enthusiastic staff, students and parents.

The community values high academic standards, the school¿s commitment to ensuring that all children are supported to reach their full potential and sensitivity to children¿s individual needs.  The school has developed an atmosphere of mutual trust and respect with shared educational responsibility between parents, teachers and students.

The school aims to deliver learning programs of excellence within which students achieve success and develop personal pride in their performance.


Taylors Lakes Primary School offers excellent comprehensive and sequential programs in the key learning areas of English, Mathematics, Science, Technology, The Arts, Humanities, ICT, Health and Physical Education.

These programs are complimented by Instrumental Music, Camping and Student Welfare.

Our school is extremely well resourced in ICT and all classrooms possess an Interactive Whiteboard. Each classroom has at least four computers in it as well as access to a trolley with net books connected to it.  Our school¿s  ICT lab allows our students to receive extra opportunities to access computers and technology.


The school facilities comprise permanent and relocatable buildings.  There are six quality permanent buildings comprising two separate blocks for Administration and Library and Art/Craft, Music and Physical Education.  There are three blocks of open plan classrooms that have excellent withdrawal, wet and storage areas.    A fourth permanent building houses a further seven classrooms.  Portable classrooms linked to the main buildings by concrete pathways and covered ways provide additional classroom spaces.  A Pre-school operates within the school grounds.

Our grounds are well developed and include gardens, seating, trees, additional grassed areas and three adventure playground areas, two asphalted basketball courts and the redeveloped oval provides for active sports and games.

Fully operational canteen and before/after school care programs and vacation care program operate out of the building that includes our school gymnasium.

Future Directions

Taylors Lakes Primary School is proud of its achievement in its brief history and looks forward with confidence to the challenges of the future.  A culture of cooperation between parents and staff is well established with extremely high levels of satisfaction indicated in annual Parent Opinion Surveys.

We will continue to provide our students with a safe and attractive learning environment.  The school emphasises the development of sound literacy, numeracy and ICT skills and physical health and well being that will empower our students with the appropriate skills to cope with their future.

In the next 3 years our major priorities will be:

Student Welfare




Classroom Teacher (Classroom Teacher)

Job type:

Full time / From 15/07/2024 - 04/10/2024

Job classification:

Classroom Teacher


Chris Sevior | 039/390-3388

Classroom Teacher (Classroom Teacher)