Selection Criteria
* SC1: Knowledge of relevant curriculum, including ability to incorporate literacy and numeracy skills. Experience in responding to student learning needs.
* SC2: 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: Experience in monitoring and assessing student learning, using data to inform teaching practice, and providing feedback on student learning growth and achievement to students and parents.
* SC4: Interpersonal and communication skills; 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: Behaviours and attitudes consistent with Department values; 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 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 additional duties beyond 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.
* 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 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.
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*******@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
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 programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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 programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
* 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 programme 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 programme 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 programmes in Australia: Standards and Procedures'; and
* A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Location Profile
The College is in the rural town of Myrtleford in Northeast Victoria, 290 kilometres from Melbourne. Myrtleford has a population of 3,000 but has the infrastructure of a much larger town. Our college belongs to the Ovens Murray Area and is in the Alpine/Towong Network.
During the past few years, we have experienced significant growth with enrolments increasing from 230 to 411 in 2025. We have 71 staff (48.9 EFT), there are 3.0 principal class officers, 46 teaching staff and 25 education support staff.
Our teachers strive to know their students as learners and to understand each student's personal circumstance. The college endeavours to maintain small class sizes and employs a relatively high number of Educational Support staff to provide students with improved educational, social and personal opportunities. We endeavour to provide comprehensive intervention and welfare programmes to support our students. We realise the importance of understanding and working with our local community in supporting all families and students at the college.
At Myrtleford P12 College we know that an orderly learning environment and high expectations are essential in ensuring that all students learn and reach their full potential. We are both passionate and determined to provide our students with the necessary skills, discipline and qualities needed to become successful 21st‑century learners and responsible members of the community. Myrtleford P‑12 College has chosen the by‑line inspirational and is underpinned by our college values – Be Safe: Be Responsible: Be Respectful: Be a Responsible Community Member. These values are at the forefront of all discussions with students and the broader community. They also form the framework for the celebration of student achievement and acknowledgement.
At Myrtleford P12 College we have high expectations of staff, students and parents. We offer a curriculum with a strong focus on numeracy and literacy, with many opportunities for extra‑curricular extension. As students progress through the college we offer a diversity of pathways to meet the needs and interests of our students. To increase the range of subjects offered to our students we share VCE delivery with the local Catholic secondary school, Marian College. The partnership ensures students from both colleges have access to comprehensive VCE, VET, VME and school‑based apprenticeship programmes.
Our college is a busy place where students participate and excel in activities outside the classroom. Examples of activities available to students are intra and interschool sport competitions, instrumental music lessons, excursions/camps and leadership opportunities.
At Myrtleford P12 College we recognise that a productive and trusting school‑home partnership is vital in ensuring our students are happy and successful learners. Student and parent surveys show that our students feel safe and connected to the College and their peers.
#J-18808-Ljbffr