Department of Education Victoria – Victoria
Exford Primary School is situated in a semi‑rural setting, which provides a safe, happy and friendly learning environment that promotes pride, warmth and a sense of belonging. Our 2025 enrolment is 325 students.
In 2025 our long‑anticipated School Upgrade will be complete: we have already moved into a new Administration Building, Junior Learning Building and Senior Learning Building, which include classrooms, an Art and a Music Room. The renovation of our BER building is also complete, creating a new Library, Science classroom and a Food preparation space. Our new Gymnasium, landscaping, playground spaces and sports field will be in use from the start of 2025.
Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children. The results of our Staff Opinion Survey are consistently high across all indicators, reflecting a strong sense of culture, teamwork and support for each other.
Our Learning Specialist teachers work closely with teaching staff to focus on professional learning and support Professional Learning Teams. Teaching is planned in PLTs, with a dedicated two hours reserved for this work protected through our timetable. The PLT Leader (remunerated) and the Learning Specialist support the team's curriculum planning and professional learning. The Leadership team provides feedback and coaching to all classroom teachers, an essential component of our school's professional development and growth.
Comprehensive classroom programs are delivered by highly trained staff who focus on the individual learning needs of each child, especially in Literacy and Numeracy. A dedicated Specialist Program supports the breadth of quality curriculum in accordance with the Victorian Curriculum. Our Strategic Plan (2020–2023) focuses on strong programs in Literacy, Numeracy, Student Voice and engagement. Our 2020‑21 School Review has informed the current Strategic Plan; we will complete the Pre‑Review School Evaluation in Term 4 2024, in readiness for the next School Review in Term 2 2025.
We implement a successful Inclusion Program for students with a range of learning needs and disabilities and have moved from the Program for Students with Disabilities to the Disability Inclusion Program in 2024.
Exford Primary School actively fosters partnership between staff, parents and students, with children at the centre of our thinking and actions.
Role
The classroom teacher classification comprises two salary ranges. The primary focus is the planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve their knowledge and skills and support student learning.
With experience, a classroom teacher's contribution to the school program extends beyond the classroom, including developing and implementing school policies and priorities appropriate to their salary range, qualifications, training and experience.
Classroom Teacher – Range 2
* Assists the school in improving student performance and educational outcomes in line with the school strategic plan and state‑wide priorities.
* Supports the development and implementation of school policies and priorities.
* Enhances staff knowledge of student learning and high‑quality instruction.
* Models exemplary classroom practice and mentors/coaches other teachers to engage in reflective practice.
* Provides expert advice on content, processes and strategies that shape individual and school professional learning.
* Supervises and trains one or more student teachers.
* Supports staff in using student data to inform teaching approaches that achieve targets related to improving student learning outcomes.
Classroom Teacher – Range 1
* Develops skills and competencies to become an effective classroom practitioner under structured support and guidance.
* Plans, prepares, and teaches programs to achieve specific student outcomes.
* Participates in developing school policies and programs and assists in implementing school priorities.
* Focuses on classroom management, subject content and teaching practice.
* New entrants enter the professional learning cycle with mentoring and guidance from higher‑level teachers.
* May supervise and train one or more student teachers.
* Teaches their own classes and may assist in policy development, project teams and 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 program within the school.
* Undertaking other classroom teaching‑related and organisational duties as determined by the School Principal.
* Participating in parent‑teacher meetings, staff meetings, camps and excursions.
* Undertaking other non‑teaching supervisory duties.
Selection Criteria
* SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate literacy and numeracy skills, and 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 growth.
* SC3 Demonstrated experience in monitoring and assessing student learning and using data to inform teaching practice and providing feedback on student growth and achievement to students and parents.
* SC4 Demonstrated interpersonal and communication skills, and 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, and experience reflecting on practice and engaging in professional learning to continually improve teaching quality.
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 serve. 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. The Department recognises that safe, respectful and inclusive workplaces are essential to high performance and promotes flexible work and diversity across all schools. We provide reasonable adjustments for staff with disability. Additional support and advice for Aboriginal and/or Torres Strait Islander candidates is available from the Koorie Outcomes Division at (email protected).
Child Safe Standards
Victorian government schools are child‑safe environments. All school staff are committed to protecting students from abuse or harm in accordance with legal obligations and 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 values – Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights – underpin the behaviours expected of Victorian public sector employees. More information 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, with 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
* 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 2024, they must demonstrate completion of a postgraduate‑level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority.
* A person who graduated from a Victorian Initial Teacher Education programme after 1 July 2016 must also demonstrate that they have passed the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) requirements, unless the LANTITE requirement is part of the Victorian ITE programme completed.
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