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
Please ensure that your application includes:
16. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
17. A section addressing the selection criteria and the requirements for application under the Who May Apply section
18. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Conditions of Employment
19. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
20. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
21. A probationary period may apply during the first year of employment and induction and support programs provided.
22. 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
Darley Primary School is in the suburb of Darley, Bacchus Marsh, 58km west of Melbourne. The school opened its doors to students in 1981.
Darley Primary School prides itself on being a community school that develops strong relationships between students, parents, staff and the wider community. Our School Community believes that our school should be a vibrant, creative, safe and happy place for families to send their children to. Our school works hard to develop lifelong learners, tailoring programs that tap into student interests and skills. Students are challenged to develop individual goals that are supported by families and staff.
Darley Primary School has a current enrolment of 540 students. The level of student enrolments is expected to remain relatively consistent over the next few years. The school has 23 classes with a combination of full and part time staff, along with five specialist classes of HAPE, STEM, Visual Arts, Performing Art and Chinese Language. The school has approximately 58FTE staff members. This includes a Principal, 2 Assistant Principals, 2 Leading Teachers, 2 Learning Specialist, Classroom Teachers and Non-Teaching Staff.
Darley Primary School works hard to develop social competency in our students. Our school values (Courage, Caring, Creativity, Collaboration, Curiosity – the 5Cs) and behavioural expectations are emphasised to students, parents and staff. Our SWPBS Behaviour Matrix is also explicitly shared with our school community.
Staff members participate in regular professional development, both internally and externally to the school. All staff take on active individual and team-based roles within our school community and across many professional fields. Staff take pride in the ongoing development, implementation and evaluation of programs that assist students to achieve their full potential.
Staff members place a high priority on communication and work with parents to ensure student progress. Individual Education Plans are developed for students who need extra support as well as those working above level.
Our current Strategic Plan (2020 – 2024) has the following goals:
To build student voice and agency to improve student engagement in learning
To improve student achievement and learning growth in Literacy
To maximise health and wellbeing for all students