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:
Conditions of Employment
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
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
LOCATION PROFILE FOR YINNAR PRIMARY SCHOOL – 2419
Yinnar is located in the picturesque Morwell River Valley in Gippsland, with views of the Strzelecki Ranges to the west and the Jeeralang Hills to the east. Situated twenty kilometres southwest of Morwell and 160 kilometres east of Melbourne, the township provides a rural residential area for those employed in the Latrobe Valley's industrial, educational and service sectors. It is the centre of an active mixed farming industry.
Yinnar Primary School has a current enrolment of 230 students with the student population residing mainly in Yinnar and surrounding areas.
At Yinnar Primary School we are all learners. We guide our younger learners to stretch their minds while growing to develop into resilient, reflective and resourceful life-long learners who can learn in both independent and collaborative environments. We value and foster growth mindsets in all students.
We strive to maintain an outstanding learning environment for our learners. We uphold high expectations of each other and our learning coaches (teachers). We work collaboratively to ensure our coaches are using effective teaching strategies that nurture our students’ growth. We strongly believe by using a well-planned differentiated program, combined with essential point of need feedback, our learners are engaged and focused on finding their accurate levels of practice and challenge while always being at the centre of their learning.
We admire and promote the qualities of self-worth and confidence that leadership brings. We believe school leadership needs to be spread across the school, in every classroom, in every adult and every child. To establish leadership qualities in our learners we provide opportunities for everybody to lead and model strong leadership that cultivates a high-performance culture within our school.
At YPS, we are adamant we must have differentiation and learning must have a purpose. We use differentiation to ensure that the right level of challenge is presented to all students, at all levels. We make learning active and relevant to our students by incorporating interests, gender based and thematic learning methods. We explore non-traditional teaching methods and make learning practical, real life and hands on for our students. We broaden the focus of students’ interests by providing opportunities for them to represent our school in all curriculum areas.
For our learners to continue to grow, we constantly seek new ways to refine and make meaningful differences in our school whilst being mindful of the trap of change for changes sake. Our core values encourage our students to be enthused and curious about their learning and to respect themselves as well as each other as we move forward together with a growth mindset empowering us to see endless possibilities and reach our highest potential.