Performing Arts Teacher - 0.7 Time Fraction - Sunbury location
Department of Education Victoria – Sunbury VIC
10d ago, from Department of Education & Training Victoria
Killara Primary School, opened in 1993, is on the northwest fringe of Sunbury. With extensive, landscaped grounds, a large gymnasium and a 172‑seat performance‑ready theatre, the school is well laid out with 2 core buildings comprising administration, 16 classrooms, library/resource centre, performing and visual arts spaces and 10 relocatable classrooms. The buildings are in good condition, our grounds are well maintained and all programs are well‑resourced with an emphasis on technology, which includes interactive TVs in each classroom, a 1:1 Netbook Program in Year 5/6 and sets of netbooks and tablets in the P‑4 learning areas, including class sets in the 3/4 area.
With 300 students, Killara Primary School recognises the extraordinary responsibility and privilege it has to educate our students and support them in achieving their highest potential; hence our vision: 'Our Best, Every Child, Every Day'. Strong school values of Respect, Resilience and Accountability support this vision.
Killara embraces a student‑centred approach to developing literate, numerate and curious learners within an inclusive differentiated curriculum, focusing on each child's emotional, physical, social and cognitive/academic needs in a safe, engaging, challenging and positive learning environment.
At Killara it is recognised that students are powerful learners who must be actively engaged and challenged in the process of learning to ensure the best possible outcomes for all. The school community—teachers, students and parents—promotes learning as an ongoing exploration of our world in an authentic way that encourages the learner to take risks.
Staff work collaboratively, with a strong emphasis on teamwork and shared leadership. A commitment to developing a Professional Learning Community, where all are responsible for the growth, well‑being and development of all students, is central, through refined use of data to determine learning needs, strong feedback procedures and a dedication to collaborative teaching teams. At Killara learning and teaching is based on sound, researched pedagogical practices that support high‑quality consistency of practice across the school.
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills and experience 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 programmes on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning, 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; experience 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; experience reflecting upon practice and engaging in professional learning to continually improve teaching quality.
Role
The classroom teacher classification comprises two salary ranges—range 1 and range 2. The primary focus is on the planning, preparation and teaching of programmes to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills, effectively engage students and enhance their learning.
As classroom teachers gain experience, their contribution 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, contributing to the development and implementation of school policies and priorities.
Key responsibilities include:
* Having the content knowledge and pedagogical practice to meet the diverse needs of all students.
* Modelling exemplary classroom practice and mentoring/ coaching other teachers in the school to engage in critical reflection of their practice.
* Providing expert advice about the content, processes and strategies that will shape individual and school professional learning.
* Supervising and training one or more student teachers.
* Assisting 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. Range 1 teachers are professionally competent and operate under general direction within clear guidelines following established work practices and documented priorities. They may also supervise and train one or more student teachers.
They participate in the development of school policies and programmes 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 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 ensure the integration of curriculum, assessment and pedagogy across the school.
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 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 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 (email protected).
Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if successful, to 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 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
Other Information
* 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 will be 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 programme 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 programme 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 programmes in Australia: Standards and Procedures'; and
* A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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