Role Overview
The classroom teacher classification comprises two salary ranges – Range1 and Range2. The primary focus is the planning, preparation, and teaching of programs to achieve specific student outcomes and to engage students in continuous improvement. Teachers are expected to reflect on practice, use data to inform instruction, and support colleagues.
As teachers gain experience, their responsibilities broaden to include curriculum development, staff mentoring, student‐teacher supervision, and contributing to school policy and priorities.
Responsibilities
* Direct teaching of student groups and individual instruction.
* Planning, preparing, and delivering lessons aligned to curriculum objectives.
* Evaluating and adapting instruction based on student learning outcomes.
* Mentoring or coaching peers in effective teaching practices.
* Supervising and training student teachers.
* Analyzing student data to inform instructional strategies and support achievement.
* Participating in staff and parent meetings, school events, camps, and excursions.
* Completing other duties assigned by the Principal as appropriate to the salary range.
Range2 Specific Duties
* Assist in improving student performance through strategic planning and implementation of school policies.
* Model exemplar classroom practice and mentor teachers in reflective practice.
* Provide expert advice on content, processes, and strategies that inform professional learning.
* Supervise and train student teachers.
* Support staff in using student data to reach outcome targets.
Range1 Specific Duties
Teachers focus on further developing classroom skills and coaching students, while operating under general direction and established guidelines. They may also supervise student teachers, participate in policy development, and lead co‐curriculum activities.
Selection Criteria
* Demonstrated knowledge of the relevant curriculum, including literacy and numeracy instruction.
* Experience in planning and implementing high‐impact teaching strategies and evaluating their effect on student growth.
* Proficiency in monitoring student learning, using data to inform teaching, and providing feedback to students and parents.
* Strong interpersonal and communication skills with a collaborative approach to students, parents, colleagues, and the broader community.
* Behaviours and attitudes aligned with sector values, and ongoing engagement in professional learning.
Qualifications & Eligibility
* Provisional or full registration with the Victorian Institute of Teaching.
* Completion of an accredited Australian postgraduate initial teaching programme (if post‐2024) or meeting LANTITE requirements for earlier completions.
* Relevant subject‐area registration and teaching experience may be required.
Who May Apply
Teachers who are currently registered or eligible for registration with the Victorian Institute of Teaching and who have or can demonstrate experience in the specified curriculum area(s). New entrants may apply under the School's induction and professional learning framework.
Equal Opportunity Statement
The Department is committed to diversity and inclusion and encourages applications from all backgrounds, including Aboriginal and Torres Strait Islander peoples, people of diverse cultures, genders, religions, ethnicities, LGBTIQA+ identities, disability, and neurodiversity. Reasonable adjustments for staff with disability will be provided.
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