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 to improve knowledge and skills and effectively engage students.
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 responsibilities are 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 are involved in the development and implementation of school policies and priorities. They also focus on increasing the knowledge base of staff about student learning and high‑quality instruction.
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 to engage in critical reflection and 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. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. They may also have responsibility for the supervision and training of one or more student teachers.
Teachers at range 1 participate in the development of school policies and programs and assist in the implementation of school priorities. Their focus is on classroom management, subject content and teaching practice. New entrants to the teaching profession receive structured support, mentoring and guidance from teachers at higher levels.
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 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 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 for roles within the Department. The department recognises that safe, respectful and inclusive workplaces are essential to high performance and promotes flexible work and diversity across all schools. Reasonable adjustments for staff with disability are provided.
Child Safe Standards
Victorian government schools are child‑safe environments. All school staff are committed to protecting students from abuse or harm in the school environment, in accordance with child safe standards.
Eligibility and Conditions
* The applicant must have provisional or full registration approved by the Victorian Institute of Teaching.
* If the applicant completed an Australian postgraduate level initial teaching programme on or after 1 January 2024, they must demonstrate satisfactory completion of an accredited initial teacher education programme.
* Applicants who graduated from a Victorian ITE program after 1 July 2016 must have passed the LANTITE requirements, if relevant.
Applications close
Tuesday 20 January 2026 at 11.59pm
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