Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference:
Location Profile
Banyan Fields Primary School is located in Carrum Downs. Our student population has been declining slowly over the past few years, with an expected enrolment of approximately 500 in 2026. We have an SFOE of 0.4171, which indicates a medium socio-economic profile.
In 2024, Banyan Fields Primary School¿s Performance Rating was evaluated as `Improving¿. In 2025, a higher proportion of the students reported that they feel connected to the school (78%), they have an advocate at school (93%), and that they haven¿t experienced bullying (92%) than in the previous five years. Approximately 4% of our students identify as Aboriginal, 33% are included on the NCCD, and a Disability Inclusion Profile has been completed for 8%.
Our staffing profile is made up of approximately 70 individuals. We have well maintained physical facilities, which include our recently refurbished STEAM Centre.
At Banyan Fields Primary School, our vision for learning and wellbeing is grounded in our four core values: Tenacity, Equity, Synergy, and Stewardship (TESS). We have a school mascot, TESS the Turtle, who reminds us that Together We Thrive. These values shape every aspect of our teaching, learning, and community connections.
The team at Banyan Fields Primary School embed the balanced approach between Learning and Wellbeing, as presented in FISO 2.0. We have begun to unpack and implement the Victorian Teaching and Learning Model 2.0 with the focus to now on Positive Classroom Management Strategies and the Element of Learning.
Tenacity ¿ We try, we learn, we never give up.
We empower our students to develop persistence, courage, and determination in their learning. With high expectations for all, students are challenged to set goals, overcome barriers, and celebrate growth. Through the Berry Street Education Model (BSEM), students build stamina, emotional regulation and focus to engage deeply with learning tasks. We believe in setting everybody up for success. Every student has a Ready to Learn plan that are built during our re-engagement fortnight at the beginning of Term 1 and revisited at the beginning of Terms 2, 3, and 4. Every class begins the day with a 15-minute Welcome Circle.
Specialist programs in PE, Auslan, Art, Music, Student Empowerment, and STEM extend opportunities for students to pursue passions, build confidence, and develop grit through authentic experiences. Camps, excursions, and incursions further strengthen resilience, as students explore new environments and challenges that demand adaptability and courage.
Equity ¿ We include, we support, we respect.
At Banyan Fields, equity means fairness, access, and opportunity for every learner, staff member, and parent. Our Multi-Tiered System of Supports (MTSS) ensures differentiated teaching and targeted wellbeing strategies that meet diverse student needs. Evidence-based practices underpin all decision-making, ensuring interventions are strategic, timely, and effective.
As well as our in-class differentiation, integration aide support, and tutor learning initiative (TLI), we introduced our Learn to Thrive space in 2024 that provides an opportunity for every student to access what they need to succeed, be that academic, wellbeing or emotional and sensory regulation support.
Equity also extends beyond the classroom. Students engage in lunchtime clubs and leadership initiatives, fostering belonging and inclusion. Staff access professional learning and mentoring to ensure their growth as educators is supported.
Synergy ¿ We listen, we learn, we grow together.
Synergy highlights the power of collaboration across our community. Our Professional Learning Communities (PLCs) provide a structured process for teachers to work together, analyse data, and design effective instruction. Families are valued partners in the learning journey, while students are empowered to use their voice and agency to shape their learning and environment.
Our school is deeply committed to Schoolwide Positive Behaviour Supports (SWPBS), ensuring a consistent and collaborative approach to behaviour expectations across all settings. Students, staff, and parents share responsibility for creating a positive culture where respect, kindness, and teamwork are visible every day.
In 2025, our whole school focus was on Enabling Learning ¿ Positive Classroom Management Strategies. As well as engaging in professional learning, we introduced the concept of Rights, Responsibilities and Privileges across the school, and implemented a consistent token economy across the school.
Stewardship ¿ We care for people, places, and possibilities.
Stewardship reflects our role as caretakers of our community and our environment. We are committed to making decisions that prioritise the wellbeing of students, families, staff, and the future of our school. Stewardship also means using our resources wisely, supporting sustainability initiatives, and fostering a culture of care. Parents, carers, and community partners are invited to join in this responsibility, building pride in Banyan Fields as a safe, welcoming, and thriving place for all.
At Banyan Fields, this means nurturing pride in our school, fostering sustainable practices, and ensuring resources are used wisely to benefit all.
In summary, Banyan Fields Primary School is a learning community where Tenacity drives persistence, Equity ensures fairness, Synergy fosters collaboration, and Stewardship safeguards our collective future. Together, through high expectations, evidence-based practices and a shared commitment to PLCs and MTSS, we thrive as learners, educators, and families.
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 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:
* Direct teaching of groups of students and individual students;
* Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program 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
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:
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
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 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'; and
* 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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Tuesday 27 January 2026 at 11.59pm
Posted
14 January 2026