Year 3 Classroom Teacher (Classroom Teacher)

Job posted: 13/05/2024
Applications close: 26/05/2024 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Part time / From 11/06/2024 - 09/01/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1415213

Reference: 1415213

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 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

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

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:


DE Values

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:


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.

Location Profile

Dingley Primary School is situated in spacious landscaped grounds located in the south-eastern suburb of Dingley Village on the land of the Bunurong people, who we regularly acknowledge and pay our respects to, as a school community. Established in 1925, the school has a confirmed enrolment of 386 for the 2024 school year. Students come from a broad cultural base with over 38% of students from a Language Background other than English.

Dingley Primary School aspires to develop a community in which all members are respectful, compassionate, lifelong learners, who take action as global citizens. Through our commitment to a high quality inclusive and intercultural education within stimulating and challenging learning environments, we promote academic, social and emotional growth.

Our school is an authorized International Baccalaureate World School for the Primary Years Programme. Collaborative teaching and learning occurs across all levels of the school environment and is based on the premise of high expectations for all. There is a culture of distributive leadership with students at the centre of all conversations, decisions and allocation of resources. There is a commitment to building leadership capacity at all levels within the school and an emphasis on individual and collective accountability. Dingley Primary School became a Victorian Professional Learning Communities (PLC) school in 2021. Our teachers plan and work collaboratively to assess, monitor and track student achievement. There is a pervading commitment to professional growth and personal accountability within the staff. Teachers participate in peer observation, mentoring and induction programs.

Dingley Primary School proudly promotes an inclusive learning environment. We have a number of students with a Disability Inclusion Profile (Tier 3), who are well supported by a collaborative team of teachers and education support staff. Tier 2 funding ensures students with additional needs are catered for through a variety of targeted interventions. The continuation of the Tutor Learning Initiative in 2024 will enhance the support our teachers provide to identified students within English and Mathematics.

A broad enrichment program includes a range of extra-curricular offerings, including instrumental music tuition, coding & robotics, public speaking, swimming and after school sport tuition as part of the Sporting Schools initiative. Dingley Primary School also provides students with a comprehensive outdoor education program from Year 2 through to Year 6; inclusive of camps and interschool competitions. Our student leadership program includes Student Representative Council, with our school captains authentically leading student voice and agency within four action groups (school, community, national and international).

Dingley Primary School¿s out of school hours care provider is Team Kids - a leader in the area of Before and After School Care, and Holiday Programs. Our students benefit from a Breakfast Club which operates five times a week in conjunction with Food Bank. A canteen operates five days a week, providing lunch orders and over the counter sales.

Dingley Primary School is compliant with the Child Safe Standards and promotes the safety, wellbeing and inclusion of all children. A high level of community spirit exists at Dingley Primary School.

Please note the days of attendance required for this position are Monday, Tuesday and Wednesday

Applicants should include a curriculum vitae detailing relevant qualifications and experience, responses to the selection criteria, and the names and contact details of three professional referees. Following receipt of your application and shortlisting process, you may be contacted for an interview.

Thank you for your interest in the position available at our school.

Yours sincerely,
Rosanne Ridgway

Acting Principal

Year 3 Classroom Teacher (Classroom Teacher)

Job type:

Part time / From 11/06/2024 - 09/01/2025

Job classification:

Classroom Teacher


Rosanne Ridgway | 039551 3555

Year 3 Classroom Teacher (Classroom Teacher)