Selection Criteria
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 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 to effectively engage students and improve their learning.
As teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake additional 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 improving student performance and educational outcomes, contributing to the development and implementation of school policies and priorities.
* 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 to 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 is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels, planning, preparation and teaching of programs to achieve specific student outcomes.
* Skilled teacher operating under general direction within clear guidelines following established work practices and documented priorities.
* May have responsibility for the supervision and training of one or more student teachers.
* Participate in the development of school policies and programs and assist in the implementation of school priorities.
* Focus on classroom management, subject content and teaching practice.
* New entrants receive structured support, mentoring and guidance from teachers at higher levels.
* Plan and teach student groups in one or more subjects and participate in induction programs and other professional learning activities.
* Assist and participate in policy development, project teams and the organization of co‑curricula 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 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 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division.
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. 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. 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 programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website 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 and 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
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.
* 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.
Details of qualification requirements are updated from time to time and can be found at Recruitment in Schools.
Location Profile
George Street Primary School is built on a strong culture of pursuing academic excellence, with our students thriving under the high expectations set by our dedicated teachers and staff. Our student‑centred approach means that every student's learning needs and goals are the motivation for our daily practice.
At George Street, we strive to develop students' sense of confidence while simultaneously fostering a sense of belonging through our organisational routines and firm but fair approach. The school has an active student voice that has strong ties with implementing a culture of community and growth. In 2024 the new school motto was introduced, as well as a school chant, school mascot and an enhanced school pride through awards for Athletics, Spelling Champion, Maths Champion, Arts Award and the prestigious Principal's Award.
The school currently has a high support high growth approach with educational support staff in every classroom, multiple intervention programs, and specialist teachers in ICT, PE, Science, Art and Auslan.
The 2025 school staffing structure has been designed to include the Principal, Learning Specialists in both Literacy and Numeracy, a Leading Teacher in School Climate and Pedagogy, four classroom teachers, two specialist teachers, a Wellbeing Officer, and multiple educational support staff. With 2025 enrolment of 71 students, the staffing profile supports all students and enables the school to participate in a range of best practice programs and initiatives.
The Professional Learning Plan is guided by the School Strategic Plan and outlines staff participation in School Wide Positive Behaviours, Literacy and Numeracy Communities of Practice, Berry Street Training, PLC development and professional learning from specialist consultative in selected areas. Developing staff and capacity is a core focus of the leadership team, with all staff being supported on their professional growth journey.
The school facilities include a teaching kitchen, synthetic basketball court, full‑size AFL oval, various play spaces, a Library Resource Centre, dedicated intervention space, substantial ICT including moving to a one‑on‑one ratio in 2025, and a newly established professional learning space.
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