Established in 1962, Belmore School is a specialist school catering for students 5-18 years who have a physical disability and/or significant health impairment requiring paramedical support. Students have a wide range of intellectual abilities, and some have multiple disabilities and complex needs. All students are funded under the Program for Students with Disabilities, however we are currently transitioning students to be funded under the new Disability Inclusion Funding Model. Located in Stroud Street Balwyn with a frontage on Belmore Road, our school catchment area covers the northeast quadrant of Melbourne.
Belmore School has a highly qualified and experienced teaching team passionate about providing an optimum learning environment for our students. Supported by small class sizes and an extensive education support team, teachers aim to provide best practice in teaching and learning to enable each student to achieve their full potential. The teaching and education support team are supported by an onsite allied health team, this team comprises of Physiotherapists, Occupational Therapists, Speech Pathologists, a Music Therapist and an Allied Health Assistant. There is also an experienced Nurse on site at all times to manage students medical needs.The allied health team works closely with families, RCH, Orthokids and NDIS providers to ensure consistency for each student and promote optimal skill development and participation in the community.
Selection Criteria
SC1 Demonstrated understanding of initiatives in student learningincluding the Standards, the Principles of Learning and Teaching P-12and Assessment and Reporting Advice and the capacity to implementand evaluate learning and teaching programs in accordance with theVictorian curriculum.
SC2 Demonstrated high level classroom teaching skills and thecapacity to work with colleagues to continually improve teaching andlearning.
SC3 Demonstrated ability to monitor and assess student learningdata and to use this data to inform teaching for improved studentlearning.
SC4 Demonstrated high level written and verbal communicationskills and high level interpersonal skills including the capacity toestablish and maintain collaborative relationships with parents, otheremployees and the broader school community to focus on studentlearning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent withDepartment values, including a commitment and capacity to activelycontribute to and manage major curriculum or student activities and acommitment to continually improving teaching quality and capacitythrough the application of knowledge, skills and expertise derived fromongoing professional development and learning.
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 ofprograms to achieve specific student outcomes.The classroom teacher engages in criticalreflection and inquiry in order to improve knowledge and skills to effectively engagestudents and improve their learning.
As the classroom teacher gains experience his or her contribution to the school programbeyond the classroom increases. All classroom teachers may be required to undertakeother duties in addition to their rostered teaching duties provided the responsibility isappropriate 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 contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff withintheir school about student learning and high quality instruction to assist their school todefine quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of allstudents
- Model exemplary classroom practice and mentor/coach other teachers in the school toengage 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 shapeindividual 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 andcompetencies to become an effective classroom practitioner with structured support andguidance from teachers at higher levels and the planning, preparation and teaching ofprograms to achieve specific student outcomes. These teachers teach a range ofstudents/classes and are accountable for the effective delivery of their programs.Range 1classroom teachers are skilled teachers who operate under general direction within clearguidelines following established work practices and documented priorities and may haveresponsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs andassist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject contentand teaching practice.New entrants to the teaching profession in their initial teachingyearsreceivestructuredsupport,mentoringandguidancefromteachersathigherlevels.
Under guidance, new entrants to the teaching profession will plan and teach studentgroups in one or more subjects and are expected to participate in induction programs andother professional learning activities that are designed to ensure the integration ofcurriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation 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 orother curriculum program within the school.
- Undertaking other classroom teaching related and organisational duties as determined bythe School Principal.
- Participating in activities such as parent/teacher meetings; staff meetings; camps andexcursions.
- 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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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 own 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:
- Join our professional multidisciplinary team comprising teachersand therapists
- Paid leave during school holidays
- Graduates are encouraged to apply.
- This position has the potential to be extended beyond January 2027.
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.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Applications close Wednesday 1 October 2025 at 11.59pm
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