Primary school teacher - Graduate or Experienced
Our school is renowned for its outstanding achievements and high expectations, and we maintain our focus on delivering the highest standards in teaching and learning.
Our approaches are continually evolving, guided by the latest evidence-based research, including insights from cognitive science, which helps us understand how students learn best.
We refine our teaching practices to ensure our students are well-prepared for the future by integrating proven strategies from trusted research sources such as the Australian Education Research Organisation (AERO) – a national evidence body jointly funded by the Commonwealth, state and territory governments.
Our approach to teaching involves explicit instruction, which is fundamental to the development of strong literacy and numeracy skills.
Research from cognitive science underscores the importance of structured, focused teaching to help students retain and apply knowledge effectively.
From Prep to Year 6, we place a strong emphasis on academic rigour, providing each student with a solid foundation that prepares them for success in secondary school and life beyond.
We continuously adapt our methods to integrate new research and best practices, ensuring that our teaching strategies remain at the forefront of educational innovation.
While we are deeply committed to academic excellence, we also recognise the importance of social and emotional development.
We embrace evidence-based behaviour support strategies, which create a safe, purposeful, and conducive learning environment.
These strategies not only support positive behaviour but also promote emotional wellbeing, ensuring that our students are equipped with the resilience and skills they need to thrive both inside and outside the classroom.
Our dedicated teaching staff work collaboratively to provide a nurturing, structured and focused learning environment, which is essential to unlocking the full potential of every student.
We aim to provide all students with equitable access to a well-sequenced and challenging knowledge-rich curriculum, by focusing on quality whole-class instruction, paired with adjustments and interventions for students who need them, and programmes to challenge high-ability students.
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 programmes 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 programmes 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 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 the 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 programmes 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division.
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
The person must have provisional or full registration approved by the Victorian Institute of Teaching.
If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, 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'.
A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July **** 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 programme completed by the person).
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