Role
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.
Responsibilities
The role of classroom teacher may include but is not limited to:
1. Direct teaching of groups of students and individual students;
2. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
3. Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
4. Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
5. 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 ).
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:
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 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:
Other Information
We encourage teachers of all levels of experience to apply and welcome school visits and invite you to view the range of affordable and comfortable school housing and the many services our town provides.
Conditions of Employment
6. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
7. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
8. A probationary period may apply during the first year of employment and induction and support programs provided.
9. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
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
Tyrrell College is a P-12 school located in the Mallee town of Sea Lake, which is about 400 kilometres north-west of Melbourne. The community is mainly farm-based and the area is well known for its rich grain farming. Our purpose is to provide a safe, positive and challenging environment where everyone aspires to aim high and become responsible, caring and contributing community members.
School housing is available to successful applicants, two-bedroom units or larger 3 to 4 bedroom houses available. Both options provide clean, tidy, and safe living conditions at very low rental rates.
Our three pillars are the development of high quality teaching and learning practices where learning is differentiated and progress is evidence based, and relationships between all community members are embedded and aligned with the College values of Respect, Responsibility, Honesty and Aiming High. Partnerships with the wider community and parents are an essential and vital part of the College’s operation. The parents, community, staff and students have high expectations of the College and the outcomes it provides for the students.
The College has excellent facilities set in a large, well-maintained precinct. The adjoining Community Centre provides for sporting and cultural activities and a Building the Education Revolution funded primary wing is an outstanding facility. The Student Family Occupation (SFO) index is with 140 enrolled students.
For some years now, the College has had a strong focus on agricultural opportunities for students. In 2011, the school was recognised for its achievements and forward thinking with a National Australia Bank Schools First National Award ($500 000). Through this program the College is agricultural manager of two land holdings of 60 and 70 hectares each on different sides of Sea Lake, with VCE and VET students having opportunities in food and livestock production, some related opportunities for P-6 students, a core subject in Year 8, and an elective in Years 9-12. In 2022, the College was the successful applicant of the Secondary Schools Agriculture Fund in late 2022, securing funding of $200,000. This funding will aid Tyrrell College to deliver a hands-on agricultural program that provides a focus on the overall growth of agricultural industries. We hope to inspire our students to explore the many different pathway opportunities in the industry. As part of this project the school will create a new agricultural learning facility where an innovative and practical curriculum leveraging our existing resources, equipment, land, and industry connections, can be delivered.
The College has composite classes in F-6 and each year level from 7 to 12 is comprised of one class of students. VCE classes operate with one class per study. The College has implemented Pr1me Maths, which is an Internationally recognised contemporary mathematics program. Foundation to Year One students follow the Little Learner’s Love Literacy program whilst SRA Spelling Mastery is taught three times a week to those in Years Two to Six. This is a research-proven program that uses the evidence-based Direct Instruction method to enable teachers to deliver highly interactive, structured lessons that help students learn dependable spelling skills. Intervention consists of maths tutoring and both Minilit and Macqlit for reading, spelling and phonics.
The College places a great emphasis on a fully-documented curriculum, which is rigorous and personalised, and is currently in the process of finalising the College-wide instructional model. The Victorian Curriculum and VCE curriculum inform curriculum delivery and the College's organisational structures for student learning. In 2023, the College is introducing exciting new studies in VCE, VET and Vocational Pathways to facilitate the new Senior Secondary Pathways Reform. Students at the College also have access to subjects through Virtual Schools Victoria and other external providers. Students can also access shared VCE subject delivery through our neighbouring school partnerships.
The College continues to advance its Agriculture programs (F-12) and digital teaching and learning profile with a College-wide 1-1 digital device program. All students in Foundation to Year 6 are allocated a school-managed iPad and have access to a small hub of laptops, as well as the computer lab. Students in Years 7 to 12 have a BYO 1-1 device of their choice, as well as access to the computer lab. Promethean boards have been installed in classrooms in both the primary and secondary areas. The curriculum offers studies in Digital Technologies (F-7), STEM (3-6 and Year 9) and VCE computing studies including Software Development and Systems Engineering. Students learn to apply code using floor robots and Lego robotics kits, and also have access to 3-D printing and drones.
The small student numbers provides a platform for relationship building between students and students, and students and teachers. Teachers have opportunities in this small school context to know students well, to spend more individual time with students, and to personalise learning for every student. Students participate in an extensive range of cultural, academic and sporting activities, including visiting performances, drama workshops, College productions, camps and excursions, and inter-college sports.