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.

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.

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

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

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

• 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

• 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.

Dear applicants,

Thank you for your interest in Eltham East Primary School. Eltham East, is often referred to as the ‘purple and gold school’ due to the distinctive student uniform. As a school we have a very respectful and collaborative professional learning culture where high academic achievement sits in a sea of character development. Whilst we have important school values we also strive to live up to the ‘Be Brave, Be Your Best Self and Be Kind’ mantra.

School Vision

Eltham East Primary School is committed to providing a safe, nurturing and respectful environment which supports and inspires our children to be actively involved in their learning, to grow in self-awareness, resilience and social responsibility and to contribute in a positive way to the world around them.

School Context

Eltham East Primary School is situated in the heart of Eltham, 22km North-East of Melbourne.  It is a modern, well-resourced school nestled in a treed and sloping site. To ensure all 655 students have a high-quality education our staff works collaboratively towards achieving our school’s vision. We have 40 equivalent full-time staff: a Principal, 2 Assistant Principals, teachers and Education Support staff working with our students. EEPS is about our students, their learning, their welfare and their potential.

Curriculum Focus

Eltham East Primary School is a high-performing school. By implementing a range of innovative approaches through the PLC model, as well as proven teaching practices we strive to continuously improve our provision of the very best learning environment for each child. Our curriculum emphasis is on literacy and numeracy and embraces rich and engaging programs in the arts, science, humanities, health, physical education, music and Japanese. An essential part is the integrated social and emotional wellbeing approaches (The EEPS Core) that we foster throughout all parts of the school.

 Community Connections

Partnerships for learning is an integral part of Eltham East Primary School. We value our parent connectedness to learning and the three way partnership between students, teachers and parents. We have active parent helpers and many educational family events such as our STEAM Night, our Twilight Art Show, our biennial concert and Family Movie night. In addition we have strong connections with many local community groups and organisations.

 Values and Learning Dispositions

The school has five key underpinning values that are widely recognised, used daily and displayed throughout the school. These are:

Enjoyment: thinking positively, choosing to act in a safe and friendly way, to have fun and not spoil others' fun.

Teamwork: is demonstrated when team members share the work, include everyone, contribute, take turns and act patiently.

Respect: means to be considerate and caring towards yourself, others and the environment.

Resilience: means being able to bounce back and recover quickly from everyday difficulties and challenges, thinking optimistically and being able to build positive relationships and social-emotional skills.

Learning: is demonstrated by trying hard and doing your best. Students use their time productively and set goals for future progress.

Sitting alongside our values are the EEPS 'Learning to Learn' dispositions;

* I am organised and use my time wisely.

* I am a creative, inquisitive and critical thinker.

* I persist with my learning even when it's difficult.

* I am confident to try new things and I am comfortable making mistakes.

* I always want to improve as a learner.

We are proud of our motto of Learning and Growing Together, which applies to all of us and is something that we embody in our teaching and leadership approaches.

More information can be found on our website- www.elthameastps.vic.edu.au or by ringing the school office on 9439 9793.

 I wish you all the best with your application.

 Warren Lloyd

Principal