Role
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.
Selection Criteria
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to sequentially lan for and implement the VTLM 2.0 and high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated high level of ability to take on leadership roles within the school setting
Responsibilities
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.
Diversity and Inclusion
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 (seeWorkplace 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
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
VISION (Intention)
Each individual at Kerang South thrives as a learner.
路Committed to growing academically, socially and emotionally.
路Valuing curiosity as they explore and question the world around them.
路Proud of the respect and support given to each other and the community spirit lived each day.
VALUES
At Kerang South Primary School we value:
RESPECT: We respect what and how we achieve, the relationships we have and the opportunity for these to evolve.
(The umbrella value that the following sit under)
LEARNING: We are open to learning and using feedback to improve.
GROWTH: We encourage each individual to grow and to be active decision makers in preparation for an evolving future.
RESPONSIBILITY: We are responsible for our own learning and behaviour, and its impact on others.
INCLUSIVENESS: We provide an inclusive environment where every learner has access to quality teaching.
COMMUNITY SPIRIT: We welcome all learners and the diversity that builds the vibrancy in our community.
These values are continually promoted, lived and displayed throughout our school.
The Respectful Relationships program is an integral part of our culture. The foundations of Persistence, Confidence, Getting Along, Organisation and Resilience have been integrated from You Can Do It. These 5 foundations are essential for achieving success. We are also a Better Buddies and eSmart school (Alannah & Madeline Foundation) and adhere to all government Child Safe standards.
Kerang South is committed to providing the highest quality education for all in an environment that cares for and nurtures our students, staff and families.
We demonstrate this commitmentby encouraging students to:
- Reach their full academic, social and physical potential in a fair, positive and consistent environment.
- Develop a good understanding of all key-learning areas, particularly literacy and numeracy.
- Value learning and growth and show a commitment to improving their learning outcomes.
- Develop a sense of self-discipline and pride in their work and their play
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
Program Benefits
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.
Payments and support on offer (subject to candidate eligibility criteria, see below):
- A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax).
- Reimbursement of relocation expenses (up to $5,000 ) and support to identify suitable housing.
- $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
TFI candidate eligibility criteria:
- The successful candidate must be a recent employee to this school.
- The successful candidate is committing to a minimum of 2 years of employment at this school.
- The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
- The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service '.
- The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.) ' or `Outer Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- Where the recruiting school is located within `Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding this offering is available on the department's website at
Qualification Requirements
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
Kerang is located in the southern Mallee in northwest Victoria, about 20 minutes from the Murray River and NSW border (1 hour from Echuca, 1.5 hr from Bendigo, 40 min from Swan Hill). Itis a busy service centre for the immediate and wider farming district andhas extensive sporting facilities, a large range of community services and a stable population ofabout 3900.
Kerang South Primary School,whichopened in 1967, is situated in the southern area of the town. Its enrolment is presently 106andapproximately one quarterofthestudents travel in by bus from the surrounding district. We say we are a boutique school - big enough to offer what a big school can offer and small enough that everyone knows your name.
The buildings consist of a new admin / specialist building, upgraded main wing, 6 relocatable classrooms, an art/ music room, tutor room, well equipped library, science / Respectful Relationships/ Indonesian room, a fully enclosed basketball court and multi-purpose shed, a large covered outdoor learning area, several store sheds and a Physical Education equipment store. The impressive grounds incorporate a large oval and new basketball court, attractive gardens with extensive shading, bike shelter, a chook yard, community garden, fitness track, a large variety of play equipment and pirate ship cubby sandpit area. We have just completed a $3.157 million upgrade, which has refreshed the entire school, and we have a new kinder on the school site. Access to the town's facilities, such as the swimming pool and town library, is usually achieved by bus.
Applications close Sunday 5 October 2025 at 11.59pm
#J-18808-Ljbffr
馃搶 Classroom Teacher
馃彚 State Government Of Victoria, Australia
馃搷 Mildura