6 days remaining
Location: Melbourne | Western Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1455689
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:
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
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.
Ardeer Primary School is a small metropolitan primary school with a current student enrolment number of approximately 133 students. The school was established in 1961 and is located in the heart of the small community of Ardeer. Set on a large suburban block with grassed open spaces, large inclusive playground, school oval, Covered Outdoor Learning Area (COLA), basketball courts, synthetic racetrack, and attractive gardens.
Given our relatively small student population, we offer a very personalised learning experience for our students. We pride ourselves on being a school that knows and caters to the needs of our school community and students extremely well and offer a highly personalised learning experience that many larger schools simply cannot offer.
We pride ourselves in our ability to create a school environment that is safe, orderly and where high levels of student engagement and effective learning will ensue.
We are committed to the achievement of excellence in all endeavours, setting high aspirational goals for our staff, students, and community alike.
Ardeer Primary School remains focused to the three big ideas of a Professional Learning Community:
¿ A focus on improving learning outcomes in Literacy and Numeracy - our fundamental purpose is to ensure that all students learn at high levels.
¿ The development and nurturing of a collaborative culture - we work collaboratively to meet the needs of staff, students and our community.
¿ Results Orientation - we use student data, evidence and results to know if students are learning and respond to their needs.
¿ The implementation of consistent practices focused on empowering learners who are actively engaged in and connected to their learning.
All students are supported to become active, independent learners provided with the skills to strive both within an individual and collaborative learning environment. We ensure our students develop increasing responsibility for their learning as they progress throughout their years at school. Frequent opportunities are enacted in the promotion of student voice, agency, and leadership both within and out of the classrooms. This includes through our Student Voice Team.
We have a committed staff and pride ourselves on the wonderful school climate that we create in which all students thrive. Students always remain at the centre of our daily work. We maintain an unrelenting pursuit in the delivery of the highest academic and wellbeing outcomes for every student, every day.
We create a professional working environment focused on the pursuit of practice excellence, and we value the importance of frequent collaborative opportunities to build staff capacity. All staff members at Ardeer Primary School actively work to develop their professional capacity to provide the best possible educational and wellbeing outcomes for our students. We have developed a consistent and coherent whole school approach to the teaching of English and Mathematics. Staff are committed to continually developing their practice and this is achieved through the support of external professional learning opportunities and internal coaching focused on building staff capacity.
The school has a strong commitment to providing a curriculum which is both supportive of the needs of individual students and one that challenges students to achieve their best. The school is committed to strengthening student achievement across all curriculum areas with a major focus on the curriculum areas of English and Mathematics. We also provide many different learning opportunities that cater to the whole learner. The school offers specialist programs in PE, Library, Music, Art and AUSLAN.
We implement the whole-school framework School-wide Positive Behaviour Support (SWPBS). It provides a research-based approach to promote positive behaviour at our school. The SWPBS approach has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to major and minor behaviours, improve school culture and increase academic performance.
At Ardeer Primary School, staff, students and families work together to build positive learning environments. Our school values are Respect, Responsibility and Safety. Our teachers explicitly teach these behavioural expectations in line with our Behaviour Matrix and the Victorian Curriculum.
We recruit for culture and seek to employ staff that are:
-Committed to ongoing professional development
-Reflective
-Collaborative
We thank you for your interest in our school and very much value the skills and experiences that you would bring to this role.
If you are interested in finding out more about this exciting role at our wonderful school, please don't hesitate to give our Acting Principal Christopher O'Brien a call on 93631194.
Full time / From 28/01/2025 - 26/01/2026
Classroom Teacher
Christopher O'Brien | 039363-1194