Role
The classroom teacher classification comprises two salary ranges—range 1 and range 2. The primary focus of the classroom teacher is on planning, preparation and teaching programs to achieve specific student outcomes.
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 if appropriate to their salary range, qualifications, training and experience.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in supporting the school's improvement of student performance and educational outcomes as determined by the school strategic plan and state‐wide priorities, and they contribute to the development and implementation of school policies and priorities.
A critical component of this work is to increase the knowledge base of staff about student learning and high quality instruction, assisting the 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 support staff to expand their capacity.
* Provide expert advice about the content, processes and strategies that 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 to further develop skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. They plan, prepare and teach programs to achieve specific student outcomes.
Range 1 classroom teachers teach a range of students/classes and are accountable for the effective delivery of their programs. They may supervise and train one or more student teachers and participate in the development of school policies and programs to assist in the implementation of school priorities.
The focus 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 plan and teach student groups in one or more subjects and are expected to participate in induction programmes and other professional learning activities that integrate curriculum, assessment and pedagogy across the school.
Teachers at range 1 may also assist and participate in policy development, project teams and the organisation of co‐curriculum 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 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 .
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 omitted).
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 omitted).
* 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.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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';
* 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 28 May #J-18808-Ljbffr