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.

SC6     Demonstrated understanding and capacity to work in a collaborative teaching partnership with other teachers in flexible and responsive learning spaces, where learners and learning are central to all work undertaken by teachers.

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

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.

Our motto is Innovate, Engage, Excel and our aim is to engage our community through valuing Respect, Responsibility and Kindness.

The school prides itself on its culture of learning with staff working in cooperative Professional Learning Teams (PLTs) and engaging in weekly professional learning opportunities.

A strong focus on individualised student learning is at the core of our work with each student setting goals in Literacy, Numeracy and personal growth, a feature.

We believe that students have the greatest chance of reaching their potential if there is collaboration between students, staff and families.  This cooperative approach is what makes our school an active and vibrant "learning community".  We want our families to be partners in learning and we promote this through Student Led Conferences, open days, family events, assemblies, formal and informal meetings, student support groups and regular learning opportunities being provided for families in classroom support, child development and networking. 

An active School Council and a Parents' and Friends Association are integral to the success of the school.

Our School Vision:
We are a safe and inclusive school where all students are curious, engaged and challenged to always do their best. Together we nurture positive relationships, student voice and a lifelong love of learning

School Values

Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following three core values we believe will lay the foundation for our future success.

• Respect - Treat everyone with equal consideration. Be accepting of others and their differences.

• Responsibility - Be accountable for your actions. Contribute positively to the school and wider community.

• Kindness - The quality of being friendly, generous, and considerate. Being kind often requires courage and strength.

School Focus

Student Achievement: If teachers and students have high expectations and practice excellence is built through feedback, coaching and learning in collaborative teams, student learning growth and outcomes will improve.

Student Engagement: If students have an authentic voice in their own learning, and school processes and practices encourage them to plan their own pathways, then learning confidence and high aspirations for their futures will be built.

Student Wellbeing: If preventative programs and social and emotional learning is integrated in learning, together with wellbeing support for students and families, health and wellbeing will be fostered.

 Our key focus areas will continue to revolve around excellence in teaching and learning and the implementation of curiosity and powerful learning through a strong authentic student voice, agency and leadership.

 To support our Vision Statement and Values we promote a curriculum that provides a positive and cooperative learning environment in where students are supported to achieve their potential.

The curriculum is planned and delivered based on the Victorian Curriculum by teams of teachers using an integrated framework incorporating all key learning areas. At all levels, a variety of teaching and learning strategies are in place to develop effective literacy and numeracy skills.

Further to the student centred focus of the school, we have a strong and established student leadership program through House Captains, SHINE Captains, School Captains, Life Skill Captains and a Student Representative Council made up of students in Years 3-6.  Students have increased opportunities to have voice and agency over their own learning.

The school has an extensive information and communication technology network with computers, laptops and mobile digital devices deployed across the school. We have a BYOD program from Years 3-6.

Grounds development has been a priority for the school community, and includes the addition of sensory stations, a cubby, an immersed library, and the participation in a wide range of environmental projects.

To complement the curriculum areas, many enrichment programs are provided including: Bicycle Education, Lunchtime Activities, Interschool Sport, House Sport, Camping/Excursions and Life Education.

The school actively promotes the health and well-being of the total school community, exemplified by our whole school SHINE program, Fitness program, Buddies, Healthy Relationships, Personal Development, Anti- Bullying, Sun Smart, Staff Health and Well-being, Health and Human Relations and Out of School Hours Care.

We were recently the recipient of the 2022 Victorian Education Excellence Award Outstanding Inclusive Education as we have a truly embedded inclusive framework catering for the needs of the large population of students with additional needs at the school.