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.

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

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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.

Located in picturesque South Gippsland, Tarwin Lower Primary School prides itself on providing high quality education meeting the needs of our local coastal community. Our school values of Co-operation, Resilience, Kindness and Respect are central in all that we do. Each child¿s social, emotional and behavioural well-being is nurtured in a supportive and caring environment.   Tarwin Lower Primary operates three classrooms with small class sizes in state of the art, purpose-built learning spaces. Our central building allows for a collaborative and shared approach to teaching and learning. We operate our own well-resourced library as well as Art and Music rooms. A purpose-built kitchen supports several teaching and learning programs within our school curriculum as well as being a resource used by our local community. Our children enjoy a comprehensive Arts program including music and art classes weekly. We also access our network Mobile Library on a weekly basis.  

At Tarwin Lower Primary School, we aim to:

· Provide a teaching and learning environment that is meaningful, engaging and relevant to the individual and collective needs of our students.

· Teach a curriculum that develops our students to be ¿passionate life-long learners¿.

· Prepare our students to be socially adept, resilient and competent members of the community.

 Tarwin Lower and District Primary is a small rural school that embraces difference and caters for a wide range and types of abilities. Tarwin Lower¿s philosophy is firmly based on the belief that every student has the ability to learn and that this best occurs in a flexible, happy and positive environment. The school encourages students to become active, independent learners who are able to participate in a co-operative classroom environment. It encourages students to grow in self-confidence and esteem and to take pride in everything they set out to achieve. A notable aspect of the school is the welcoming atmosphere, the open and approachable nature of staff members and the positive attitude to student welfare. Enrolments traditionally come from our surrounding towns of: Tarwin Lower, Middle Tarwin and Venus Bay.  Outdoor areas include: a large, grassed oval, a smaller playing field, cricket pitch, a full-size tennis/netball/basketball court, bat tennis court, a rotunda, undercover outdoor seating, a covered sandpit and a large, exciting adventure playground. The play area is situated in an attractive setting of many native and deciduous trees and garden beds, which have been planted by our parents and community members. We believe this environment supports the development of a positive attitude to learning. Our school believes in a sustainable future and has an environmentally innovative history being the first school in the state to install a worm waste system.   Tarwin Lower Primary School offers a seven-year sequential program in each of the Domains. Particular emphasis is placed on literacy and numeracy. Children also participate in a variety of school sports, camps and excursions.  In addition, special programs to support the curriculum include Kitchen Garden Program, Recycling and Sun Smart Program. Parents are an important part of our school community, and we are supported by their assistance in many activities. They are also involved in School Council and its sub-committees, curriculum policy development and the Fund-Raising Committee. Unique features of our school are: small class sizes, swimming program and our kitchen garden program.