Classroom Teacher - Mixed Role

Job posted: 01/08/2022
Applications close: 14/08/2022 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | CBD

Job type: Part time / From 29/08/2022 - 18/10/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1289415

Reference: 1289415

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | CBD

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 and Training 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.

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

DET 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

Other Information

  • 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

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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

South Melbourne

South Melbourne Primary School acknowledges the traditional owners of the land on which we are located; the Wurundjeri and Boon Wurrung peoples of the Kulin Nation. 


Our school is unique in an architectural sense - we are the first vertical public school in Victoria, opened in 2018, but what happens inside the building is even more special. Setting up a new school has allowed us to select the people, approaches and processes that have proven to be most successful. We aim to be an outlier in excellence for the benefit of our students, their families and ourselves. Our values of Character, Community and Learning form the basis of everything we do.


Purpose: We care for and educate children so that they are safe, happy, connected and achieving.

Vision: Inspiring hearts and minds to thrive

Values: Character, Community and Learning


Character: Our People. Strong Together

People are our heart and soul. Creating a warm culture is important to us. Equally, there is a high sense of expectation running parallel to our work. Our staff are united in aspirations for academic and behavioural excellence. We set a high bar for our performance – ever seeking ways to improve. Our staff plan and collaborate in Professional Learning Teams, building each other’s knowledge. As a member of our community, you will be expected, and supported, to learn. Our staff practice GEMS (Gratitude, Empathy, Mindfulness and Show More Love) which are spoken of daily. It connects and enriches us.

We mindfully build strong character in our students. We refer to our Big 10 Essential Habits regularly. These are based on core traits that we want to embed in the behaviour, work habits, social skills and effort of our students. We hold blitzes on key areas of character such as manners, to ensure our high standards never slip. Emotional intelligence is actively taught, along with self-regulation through weekly lessons focussed on social and emotional learning.


Learning: Our Program. Be your best in your practice

Our purpose is for all students to be safe, happy, connected and achieving. Without a smile and a friend, life is shallow. Without connection to community, our purpose is lost. And without achievement, we are short on tools to access life’s wonderful opportunities.

Literacy and Numeracy are our lead academic ideals. All staff are trained and supported to understand the purpose and effective implementation of these subjects at our school. We base our work in recognised theories of cognitive science. We use defined approaches and programs to turn these theories into practice with exacting standards. We measure our progress in all of these aspects through rigorous data collection and analysis. We set targets and try to exceed them together as a team. We seek to ‘know thy impact’, and look for evidence that our approaches are effective. We strive for program consistency to achieve a ‘low variance, high fidelity’ curriculum so that every child has the best opportunity to succeed. It is demanding, yet incredibly rewarding.

Coaching, observation and feedback occurs in Professional Learning Teams and across our staff to support our pursuit of practice improvement.

Our Specialist Programs provide outstanding opportunities for students to find and hone talents in the areas of Music and Performing Arts, Visual Art, Mandarin and Physical Education.


Community: Our Place

Our students come from every corner of the world. Each one adds to our school and we consider it a privilege to be able to educate them. We are proud to be a place where our community’s multicultural backgrounds come together, celebrating their rich tapestry of life.

We approach learning as a partnership with the families of our students. We seek to engage our students’ families through a range of in person and digital means. These include Celebration of Learning Days, assemblies, Seesaw and Compass. We report student progress, both social emotional and academic, to families transparently and regularly as we strongly believe that parents have the right to know how their child is progressing.

We often visit areas in the community or have visitors come to present to our students. We consider this part of a rich curriculum that inspires hearts and minds to thrive.

We are based in the inner urban neighbourhood of Southbank. Our building design is inspired by ‘Minecraft’. Natural northern light is a key feature of each learning space with gorgeous, panoramic views across the city and across the beautiful Port Phillip Bay. Each learning level has wet areas, balconies and purpose-built break out areas which all support flexible learning spaces. Classes come together on Community Steps located on each level for performances, assemblies and presentations. Each class has a designated learning area to provide a sense of ownership and connectedness; along with well-resourced ICT and classroom library spaces.

Our school has dedicated Specialist areas including Visual Art, Music and Performing Arts, Mandarin and incredible competition-grade gymnasium and outdoor basketball courts for PE. Students have a variety of play spaces including the front forecourt and Kirrip Park directly across the road. After school hours, the school site is used by various community groups.

We form a strong partnership with the City of Port Phillip to provide wrap-around services including a Kindergarten, Out of Hours School Care, Sports and Recreation and Health Services. Barring-Djinang Kindergarten operates on Level 5 providing a seamless transition to the adjacent Prep Learning Community.


Please be aware that there is no on-site staff car parking at South Melbourne Primary School. Staff can commute via public transport (a 96 tram stop is at our door), walk or ride, or pay for parking on the surrounding streets if spots are available.

Classroom Teacher - Mixed Role

Job type:

Part time / From 29/08/2022 - 18/10/2022

Job classification:

Not provided


Noel Creece | 03 9935 9399

Classroom Teacher - Mixed Role