Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1482018
Vision: We deliver high quality education for every student so they can thrive now and in the future
School motto: From Little Things Big Things Grow
School values: Caring, Honesty, Excellence, Respect and Responsibility
Epping Views Primary School commenced in 2008. The school is located on a 3.4 hectare site in the Lyndarum Estate, North Epping within the city of Whittlesea. Epping Views Kindergarten is situated opposite the school on the corner of Lyndrum and Mansfield Street. The school also operates an Out of School Hours and Vacation Care Program. Over the last few years enrolments have been decreasing due to the reduction of the school zone, with new schools opening in the local area. The enrolment in 2025 is 681 students operating across 29 classes and comprising straight grades from Foundation to Year Six. The overall socio-economic profile, based on the Student Family Occupation and Education Index (SFOE) in 2025 is in the low-medium band.
The school community encompasses a rich multicultural heritage and a diverse socio-economic population. A large percentage of the school population is from a cultural and language background other than English with 60.38% of our students speaking a language other than English at home. There are approximately 49 languages spoken by staff, students and families. 1% of our students are from an Aboriginal and/or Torres Strait Islander background. We provide an Education Support (ES) member in the office to assist our Arabic-speaking community. A number of other staff members assist with translation for languages other than English such as Hindi and Macedonian. The school places a great emphasis on making new staff, students and parents feel settled and a part of our school community. We partner with the Refugee Education in Schools Project to identify and implement strategies to have a positive impact on the achievement, engagement, and wellbeing outcomes of students, specifically our 36 students from refugee backgrounds and their families.
All year levels are supported by Education Support Staff. The leadership structure consists of the Principal, Assistant Principals overseeing the areas of Curriculum - Literacy and Numeracy, Wellbeing and Student Voice and Agency. This model is supported by Learning Specialists and Leading Teachers who lead year level cohorts and oversee areas of the curriculum and wellbeing.
The school has a strong focus on Literacy, Numeracy and Inquiry curriculum. The Inquiry curriculum develops student¿s metacognitive processes, enhanced through critical questioning, investigation, application, reflection, and evaluation. Our Foundation to Year 2 students participate in Investigations to engage deeply to gain the understanding that Literacy, Numeracy and the Humanities are meaningful and useful parts of everyday life. Students explore, create, make meaning, connections and memories and also engage in authentic opportunities to learn personal and social skills, conflict resolution, problem solving, decision making and develop their independence. Our specialist programs include; Performing Arts, Visual Arts, LOTE-Italian, Physical Education, STEM and Library. Additional programs are delivered in Language Support, Tutoring and Literacy and Numeracy Extension, including the Victorian High Ability Program
The school embeds a School Wide Positive Behaviour Support Framework (SWPBS) alongside daily morning meetings to support belonging and engagement and to develop a positive, safe and supportive learning culture. To support this strong focus, the Wellbeing Team includes the Wellbeing Assistant Principal, Disability Inclusion Leader Teacher, Wellbeing Coordinator, Mental Health and Wellbeing Leader and dedicated Wellbeing Education Support Staff.
The buildings and facilities have been designed to allow for maximum utilisation of space. This enables collaborative teaching in common areas as well as specific class spaces and break out areas. Considerable external access allows for outdoor learning, easy and safe access to toilets, appropriate resource storage areas and central resource/library centres to the main teaching areas. Students in Year 4-6 have the opportunity to participate in a 1:1 device program and school devices including ipads are available to students in P-3.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
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.
The role of classroom teacher may include but is not limited to:
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.
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 (see Workplace 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 [email protected]
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 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.