Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1495742
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
School Profile
Meadows Primary School is committed to providing an environment for learning and personal development. We continue to nurture well-rounded individuals who can contribute positively to society whilst embedding our school vision throughout the community. Our vision reads: We are responsible, respectful and resilient. Meadows Primary School¿s values are Respect, Resilience and Responsibility. We have Respect for ourselves and others. We are Resilient when faced with challenges. We are Responsible for our learning, our actions and our belongings.
Meadows Primary School has a history rooted in the merger of Meadowbank Primary and Campmeadows Primary Schools in 2009. We are located in a well-established area of Broadmeadows in the North-West Victorian Region (NWVR). Meadows Primary School boasts beautiful grounds, a Twenty First Century Learning Centre with 10 classrooms, modern facilities and a sensory room. We have a large spacious library, dedicated AUSLAN room and Art room that all interconnect with our Years 3/4 composite classes and four Year 5/6 composite classes. The school runs four Specialist classes being Physical Education, Visual Arts, AUSLAN and STEM. Each classroom and meeting space has a TV screen, classroom sets of laptops for the Year 3-6 cohorts, while Foundation to Year 2 students have class sets of iPads as digital devices.
The school prides itself in being a true school community with both a kindergarten and Community Hub onsite providing numerous benefits to our school community. Our Community Hub offers Playgroups, access to services such as Maternal Health Care Nurse, community activities and runs our whole school free Breakfast Club three morning a week from our fully equipped kitchen. Our Kindergarten, which is run by Northers Schools Early Years Cluster, in response to community need shows the number of three and four year old playgroups is increasing. The Community Hub and Kindergarten makes Meadows Primary School a Birth to Year 6 school and provides positive opportunities for transition and connection to school. Meadows Primary School prides itself as being inclusive and community focused.
In addition to three Principal class employees (one Principal and two Assistant Principals), the school currently has three Learning Specialists. The school employs a school Chaplain over four days and two social workers that make up the wellbeing team. They provide one to one counselling to students identified as requiring tier 3 supports.
An enrolment of 265 students was recorded for 2025 on Census day, of which 46% identified as male and 54% as female. Meadows Primary School is proudly multicultural having 33 language backgrounds other than English with 79% of students recognised as English as an Additional Language (EAL) learner. Likely Refugee background (6%). Students with a disability identified by the Nationally Consistent Collection of Data (NCCD) was 38% and 24 of our students receive funding through the Program for Students with a Disability. Our students are identified as being disadvantaged and the School Family Occupation and Education Index (SFOE) is at 0.5958 falling into the high range.
A Multi-Tiered Support System (MTSS) is implemented when supporting the wellbeing of students at their point of need. A referral pathway is followed and targeted one to one intervention in place for students identified in tier, while students in tiers 1 and 2 are supported with small group, differentiated and universal support programs and strategies. Staff are trained in the trauma informed approaches founded on the Berry Street Education Model (BSEM). A multi-disciplinary team of Allied Health and Wellbeing professionals are based onsite and provide responsive support and the necessary expertise that promotes student access to the curriculum and the successful attainment of the Individual Education Plan goals.
Meadows Primary School is committed to keeping abreast of current educational trends. Staff engage in professional learning in line with the school¿s strategic directions with the intent to build teacher capacity and improve student learning outcomes in literacy and numeracy, and wellbeing. We will undertake a school review this year and engage with the Intensive School Support Initiative to improve student outcomes in both learning and wellbeing. There is a strong focus on improving student outcomes in literacy and numeracy by building teacher capability in understanding the new 2.0 Englis/Maths curriculum, strengthen assessment practices and differentiate the learning for all students. The school is also engaged with the regional Disability Inclusion Educational Improvement Leader (DI EIL) to begin working with the students and teachers on improving student wellbeing, including increasing voice and agency and an understanding of the Disability Inclusion Model. Teachers work in Professional Learning Communities to plan, using student learning data to drive the planning.