Classroom teacher

Greenhills Primary School, established in 1962, is situated in a quiet residential location between the north‐eastern Melbourne suburbs of Greensborough and Diamond Creek, within the municipality of Nillumbik. The location of the school, on a well‐maintained grassed and treed site provides a geographic and social centre for the community. The current school enrolment is 475 students. It is a great place to be!

The school has undergone a series of major works providing our community with modern, spacious and well‐resourced teaching facilities, which include classrooms equipped with the latest IT equipment including interactive TV screens.

Vision

Greenhills Primary School will be curious, creative, open to challenge and have a positive impact on all members of our community.

Values

The following values are fundamental to the ethos of Greenhills Primary School and are the underpinning principles for all school‐based activity and decision‐making.

• Grit
• Respect
• Effort
• Adventure
• Teamwork

These values are reflected in the provision of components considered essential to the management of the school, such as a safe environment, comprehensive educational programs, pastoral care, a whole‐school approach to student welfare and discipline, and maximising community involvement.

The school is the hub of a family‐based community. A close relationship is fostered between the school, the parents and the wider community. This is encouraged by an open‐door policy where families are invited to participate actively in all aspects of school life.

Greenhills Primary School is committed to providing a safe, stimulating and secure learning environment where the individual needs of all children are met regardless of gender, ability, culture or socio‐economic circumstances.

Opportunities are provided for all children to experience success through a challenging and varied curriculum with a particular emphasis placed on literacy and numeracy across the school. Sequentially planned learning units are developed by teachers working in teams. Classroom practice encompasses a variety of approaches including co‐operative learning, cross‐age tutoring and small‐group learning.

The school offers specialist programs in the areas of Visual Arts, Italian, Music, Physical Education and STEAM. Teachers use data, ongoing assessments and observations to monitor individual students' learning as well as groups and cohorts of students.

Our staff are a valued resource and we pride ourselves on being a collegiate team who not only work together, but respect and assist each other at all times. We believe that learning from each other through formal observations, and giving meaningful feedback is essential to improving our own practice and all teachers are involved in a formal observation and feedback program throughout the year.

The school offers a range of extra‐curricular opportunities which include: inter‐school sport, camps, transition programs, choirs, instrumental band, privately run instrumental lessons, swimming program, life education program, out of school hours care program and holiday care.

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.

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, her or his contribution to the school programme 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.

• 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 programmes. 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 programmes 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 programmes 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

• Direct teaching of groups of students and individual students.
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms—culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via viamarrung@education.vic.gov.au.

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.

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: (link to code).

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: (link to values).

This advertised fixed‐term position is for prep. Four or five days per week will be considered.

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

Qualification Requirements

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Applications Close

Thursday 18 June 2026 at 11.59pm.