Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1495515
Mount Martha Primary School has serviced the Mount Martha community since opening in 1982. Our vision is to strive to empower students to be active learners who make a positive impact in a changing world. The school¿s values of Knowledge, Respect, Integrity, and Collaboration are implemented daily to provide an excellent, high quality learning environment.
In 2025, 543 students were enrolled at this school. A small number of students had English as an additional language. The students organised in 24 classes from Prep to Year 6. Most students are enrolled from within the local neighbourhood area. The school¿s Student Family Occupation and Education Index was low indicating an overall high Socio-Economic profile. A small percentage of students came from a background where English is not the main language spoken at home. The destination schools for exiting Year 6 students were Dromana and Mornington Secondary Colleges and several local non-government schools.
Mount Martha Primary School had 64 staff- 2 Principal Class, 1 Acting Assistant Principal 40 teaching staff and 21 Education Support staff. This was a combination of fulltime and part time staff. There are seven specialist areas of Physical Education, Performing Arts, Visual Arts, Digital Technologies, Science, Social and Emotional Learning and Japanese. Three teachers worked in Learning Boost Programs. The school had 21 educational support staff working across office, classroom support, ICT support, grounds, and Out of School Hours Care. The school had 4 Learning Specialists - English, Mathematics, Social and Emotional Learning, and Digital Technologies. The staff profile is weighted toward the experienced range across both Teaching and Educational Support personnel, and they bring a variety of skills and attributes to the task of improving student outcomes.
The school enjoys excellent relationships with its own and the broader community. Mount Martha¿s strong reputation in the community continues to be built on the success of its students in the academic, sporting and performing arts areas and co curricula program. Our parents are encouraged to be involved in their child¿s education by assisting in the classroom, on camps, excursions, and sporting events and through School Events Committee and School Council activities.
In addition to DET funding, a focus for local community fundraising has been to continuously improve areas of the school for students. We have strived to provide play spaces and classrooms that are inviting and stimulating. Teaching is carried out in a mix of flexible teaching spaces and more traditional classroom configurations with the specialist program taught in dedicated spaces. Consistency of teaching practice, curriculum programs and assessment to monitor achievement and inform next steps in learning remained key approaches to meet individual student needs and improve learning. Our students continued to benefit from a learning environment which was calm and focused thereby allowing students to engage in their learning and to develop positive relationships.
Our school ensures the diverse needs of all students are catered for in the planning, implementation, and evaluation of all activities. Student wellbeing and engagement continued to be enhanced by strategies including the further implementation of the Respectful Relationships, Rights and Resilience Program, the Protective Behaviours programs and application of Digital Technologies. In 2024 we became a School Wide Positive Behaviour School. We have continued to focus work on school vision and values across the school.
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.