Role
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
Core responsibilities include:
1. Planning and implementing a range of teaching programs or courses of study
2. Teaching an area of the curriculum or a general curriculum to a year level
3. Monitoring, evaluating and reporting student progress in key learning areas
4. Implementing strategies to achieve targets related to student learning outcomes
5. Maintaining records of class attendance and recording student progress
6. Implementing effective student management consistent with the school charter.
7. Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
8. Supervising a range of student activities including support and welfare programs
9. Contributing to a range of co-curricular programs
Who May Apply
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
10. have completed their course requirements and graduated in the last 4 years, and
11. not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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 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
Other Information
School-based Benefits
12. Effective Mentoring Program for all Graduate Teacher’s two-year induction journey; be matched with a mentor teacher
13. Be part of Graduate Teacher Conferences in your first and second year in your professional practice
14. Be part of the Professional Learning Community to improve student learning and wellbeing
15. Professional practice days provided where you will be relieved from regular duties to focus on the delivery of high-quality teaching and learning
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.
Eligibility for incentive payments:
16. The successful candidate must be a new employee to this school
17. The successful candidate is committing to a minimum of 1 year employment at this school
18. The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
19. The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Program Benefits
This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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
Bairnsdale West Primary School is a vibrant school community with a staff committed to meeting the needs of all students. The school continues to provide a wide range of programs in the areas of consolidation, intervention and extension. The staff at Bairnsdale West are committed to the school motto of “a caring, learning, community” and the Beliefs and Values of our staff are listed below.
The following beliefs and values are based on the commitment that students will be the primary consideration in all decision making.
Respect
20. Recognising and valuing the opinions of others
21. Recognising and valuing the diverse talents and abilities of all individuals
22. Acknowledging the effort and achievements of others
23. Encouraging a positive presentation and image of the school
Honesty
24. Being truthful to ourselves and others
25. Reflecting on our own values and opinions regularly
26. Taking personal responsibility for words and actions
27. Giving and accepting honest feedback to assist development
Inclusiveness
28. Encouraging and providing opportunities for all to participate in the school community
29. Recognising and utilising everybody’s abilities and contributions
30. Supporting minorities by making decisions empathetically
31. Understanding where others “come from” so there is less judgement
Effective Communication
32. Communicating is the responsibility of everyone
33. Speaking to relevant people
34. Listening to direct and indirect messages
35. Strategically applying the timing and the delivery of interactions
Enjoyment and Humour
36. Having the ability to laugh at yourself
37. Having the ability to laugh with others respectfully
38. Having fun
39. Developing an approach to education that values humour
Teamwork and Co-operation
40. Working together to achieve common goals
41. Recognising and valuing the abilities and contributions of team members
42. Accepting and supporting group decisions