Role
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 and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs 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 in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, 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
Core responsibilities include:
1. Planning and implementing a range of teaching programs or courses of study
2. Teaching an area of the curriculum or a general curriculum to a year level
3. Monitoring, evaluating and reporting student progress in key learning areas
4. Implementing strategies to achieve targets related to student learning outcomes
5. Maintaining records of class attendance and recording student progress
6. Implementing effective student management consistent with the school charter.
7. Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
8. Supervising a range of student activities including support and welfare programs
9. Contributing to a range of co-curricular programs
Who May Apply
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
10. have completed their course requirements and graduated in the last 4 years, and
11. not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
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 (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
12. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
13. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
14. A probationary period may apply during the first year of employment and induction and support programs provided.
15. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
16. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
17. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
18. A probationary period may apply during the first year of employment and induction and support programs provided.
19. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
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.
Location Profile
Mildura West Primary is an exciting school. Our students really do have an active role in their education. Parent participation is promoted through regular communication and an “open door” policy. Teachers, parents/carers and students, work together to ensure a quality education is provided for all. Resilience, Respect, Excellence and Pride are the school values which are truly kept “alive” each day.
Our school, established in 1922, is one of the largest state primary schools in the Mildura Rural City Council. We have approximately 400 students, with many nations represented. We celebrate our diversity and the richness it brings to our school community.
Mildura West teachers are always learning because they want to be the very best teachers possible. They read professionally and every week they collaborate in highly effective Professional Learning Teams. They learn with and from each other, engaging in regular classroom observation, giving and receiving feedback. They plan together, ensuring the curriculum is robust and differentiated. Our experienced and talented teachers coach their colleagues, building the capacity of all staff.
Our School is very proud to be part of the International Baccalaureate Primary Years Program. The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join others in celebrating our common humanity and are prepared to apply what they learn in the real-world, complex and unpredictable situations.
We focus on the core areas of literacy and numeracy but we also equip our students for the 21st century. We do so by teaching our students to understand themselves as learners. They learn what effective learners do and how to manage their own learning. Our students learn to collaborate, to work independently and to be critical thinkers. They are also taught to be ethical, critical users of ICT (Information and Communications Technology). Children in grades three to six use I-pads to enhance their learning. Our environmental programs are outstanding, receiving many awards at local, regional, state and national levels.
The International Baccalaureate offers high quality programmes of international education that shares a powerful vision. IB learners strive to become inquirers, knowledgeable thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond the intellectual development and academic success.
The school has 33 teachers equivalent to fulltime positions included in this are 3 Principal class staff members. Also a total of 17 Education Support staff whose time fraction equates to fulltime positions which include 2 Primary Welfare Officers.