Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1507697
Please address each criterion in no more than one page and provide examples where appropriate.
SC1. Demonstrated teaching expertise and commitment to high-quality learning
Describe your experience teaching (including practicum experience for graduates) and how you create engaging, inclusive learning environments that meet the needs of all students.
SC2. Commitment to the curriculum and philosophy of Rudolf Steiner education
Explain your experience in or understanding of Steiner education and how you integrate its principles into daily practice.
SC3. Commitment to continuous improvement and ongoing professional development
Outline how you reflect on your practice and engage in professional learning to improve teaching and student outcomes.
SC4. Ability to work collaboratively and build positive relationships
Describe how you work with colleagues, students and families to create a positive, inclusive classroom and school community.
SC5. Commitment to Child Safe Standards
Demonstrate your understanding of child safety obligations and describe how you ensure the wellbeing and safety of students in your care.
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 of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching 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 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 within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- 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 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.
Key Responsibilities
Support the implementation of Main Lesson content, practice sessions and integrated learning as directed by the lead teacher.
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.
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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
East Bentleigh Primary School is in the Southeastern Victoria Region.
The school's staffing profile consists of 25.4 Equivalent Full Time (EFT) staff, two Principal Class, 23.4 teachers and 14.4 Education Support (ES) staff. The school enrolment was 332 students at census day in February 2025. This included 20 students receiving support from the Program for Students with Disabilities and 11 students receiving funding through the Disability and Inclusion Program. The school has a relatively high proportion of students identified through the NCCD.
The 2025 Student Family Occupation Education (SFOE) index was 0.24.
The school's curriculum covers the eight learning areas and capabilities as required in the Victorian Curriculum framework.
Curriculum provision is based on a `dual stream¿ organisational arrangement:
- a `mainstream ' curriculum stream which is based on multi-age education philosophies
- a curriculum stream aligned with an Australian Curriculum, Assessment and Reporting Authority (ACARA) recognised alternative Curriculum Framework, based on the educational philosophies of Rudolf Steiner
Both streams use the Victorian Curriculum content descriptions as a reference point and are underpinned by the Victorian Curriculum.
Different learning styles are catered for at the school and to meet the individual needs of all students, two different methods of curriculum delivery are offered. The two curriculum streams operate in parallel within the school. Parents can place their child in whichever stream is more appropriate for the individual child.
In keeping with the school motto " Growing Together " all members of the community, children, staff, or parents are supported to feel that they belong. Staff ensure equal educational opportunities for all students in the classroom and during outdoor activities. We cater for a diversity of socio economic and cultural backgrounds. The dedication and loyalty of both staff and parents are the school's most important asset. The staff includes teachers, and specialists in art/craft, physical education, library, dance, LOTE (French) and music. East Bentleigh is well known for the outstanding quality of its arts and environmental programs. A particular delight to children and parents alike, are the many musical and dramatic performances held throughout the year.
East Bentleigh Primary School is a Stephanie Alexander Kitchen Garden Foundation School. This has seen the implementation of a Kitchen Garden Program for children in Years 3 - 6, a wonderfully enriching program which embeds the concept of real-life learning. Due to the hard work of the Garden and Environmental teams the school has won various awards.
The school is proud of its achievements and the strong sense of community it embodies.
The highly motivated, professional, and caring staff at our school put the needs of our children first, planning and implementing teaching and learning programs which develop inquiry, initiative, co-operation and independence. Restorative Justice and Positive Education Principles underpin all we do at our inclusive and respectful school. The Respectful Relationships initiative is embedded across the school to promote and model respect and equality to support children in building healthy relationships, resilience, and confidence.
Additionally, staff have been trained in the implementation of the Berry Street Education Model, and its principles are applied across the school. Our school prides itself on catering for students with diverse learning needs with targeted programs developed to support students with identified needs. Our students are served well by a large team of ES staff, with Diversity and Inclusion Leadership.
We promote Aboriginal culture and points of view making our school a culturally safe environment. Our school has a strong commitment to Child Safe practices and policies. East Bentleigh Primary School is on a path of improvement, to ensure that every educational opportunity is offered to individually support each unique student and family to progress and achieve to their very best.
Please see the school website www.eastbentleighps.vic.edu.au for information about the school, which includes strategic documents.