Classroom Teacher - Performing Arts (Classroom Teacher)

Job posted: 13/09/2023
Applications close: 01/10/2023 (Midnight)
9 days remaining

9 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 29/01/2024 - 27/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1366037

Reference: 1366037

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 Performing Arts. The planning, coordination, and delivery of student performances in collaboration with specialist educators and the wider community. 

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.

SC6 Demonstrated capacity to design and deliver a sequenced and cohesive learning program for F-6 that covers the Victorian Curriculum Arts domains of Music, Drama and Dance, and provide opportunities to foster a passion for Performing Arts across the school.


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 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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:

 Child Safe Standards: Policy | education.vic.gov.au

DE Values

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:


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.

Location Profile

Our Vision

Empowering students in a caring community, where learning is everywhere,

opportunities are varied and character is developed.


Our Motto

Together We Learn

Our Values

Respect      Resilience    Responsibility    Reflection

Our Mission

We aim to immerse families in a wholesome primary school journey filled with memorable experiences and challenging opportunities ¿ a place in which children are supported to develop life-long friendships.

We gain the highest level of job satisfaction from helping children become literate and numerate, valuing a hands-on approach, with a practical emphasis on how their learning is useful in the ¿real world¿.

We have built an inclusive culture in which diverse backgrounds are celebrated and individual social emotional, physical and cognitive needs are met.  As a genuine community with a shared sense of responsibility for the future of our children, we enjoy a unique family feel.

Building relationships is the cornerstone of Rowellyn Park and reflects the school motto of `Together We Learn¿. At Rowellyn Park Primary School we educate the whole child.  We recognise the need to provide opportunities for each student to develop academically, socially and emotionally in a supportive learning environment.  School programs are both challenging and motivating and are intended to enable every student to achieve their full potential.  Emphasis is placed on high standards in learning and teaching especially in the literacy and numeracy learning areas.  Life and relationships at Rowellyn Park are characterised by the 4 Rs of Rowellyn ¿ Respect, Responsibility, Resilience and Reflection.

At Rowellyn Park Primary School, our teachers focus on developing a positive climate for learning and the school has embedded a culture of shared curriculum planning and collective responsibility for student learning through analysis of student achievement data and the modification of learning programs to suit individual needs of students.  A range of intervention and extension programs are offered to students.

Compass School Manager is used for attendance, reporting to parents, excursion payments and permission, event planning and student management.  School wide information is delivered to targeted groups ensuring timely and efficient communication between school and home.

Digital Learning features across all levels of the school.  In the Junior School a mix of iPads and laptops are used to support and extend student learning in Numeracy and Literacy.  In year 4, 5 and 6 a significant netbook program has been embedded into the teaching and learning program.  Each student has their own netbook and use innovative pedagogical practice such as flipped and blended learning for discovering knowledge.  Students and teachers use OneNote and other digital tools for collaboration.  Across the school, the use of digital tools significantly enhances differentiation of learning.

The school¿s buildings are designed around the perimeter of an attractive central courtyard, seating and playground areas. The classrooms, which are structured in pairs to promote teamwork, flexible groupings, and collaborative learning, provide inviting and well-organised learning spaces adorned with displays of children¿s work.  A refurbishment cycle has seen the upgrading of facilities and the grounds are superbly maintained.  We recently acquired a new competition size gym and a STEAM Centre. We also provide students with opportunities to demonstrate their skills outside the classroom by providing a range of specialist programs including Visual Arts, Performing Arts, STEAM, LOTE Indonesian and Physical Education.  Within each of these programs, the teachers provide additional opportunities for students to excel and as a result opportunity for students are wide and varied such as: participation in an extensive sports and athletics program, Bike Education, Drawing Club, Dance, Drama, Choir, Runners' Club and the Young Explorers' Club.

Rowellyn Park Primary School encourages personal achievement, creativity and team work skills, and fostering respect for others.  We aim to develop individual skills of leadership, independence, critical thinking and problem solving.

Rowellyn Park Primary School promotes the safety, wellbeing and inclusion of all children, including those with a disability. Applicants are welcome to elaborate on experience they may have working with children with a disability.¿

Rowellyn Park Primary School promotes the safety and wellbeing of Aboriginal children, and encourages applications from Aboriginal peoples. Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities.¿

Rowellyn Park Primary School promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds, and encourages applications from people from culturally and/or linguistically diverse background. Applicants are welcome to elaborate on experience they may have working with children from a culturally and/or linguistically diverse background.

Classroom Teacher - Performing Arts (Classroom Teacher)

Job type:

Part time / From 29/01/2024 - 27/01/2025

Job classification:

Classroom Teacher


Mark Henderson | 03 9782 0953

Classroom Teacher - Performing Arts (Classroom Teacher)