Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1500678
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.
SC6 Demonstrated understanding of and commitment to the principles underpinning bilingual education.
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.
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.
Huntingdale Primary School is located in South Oakleigh 20km from Melbourne. The school opened in 1954 and has a current enrolment of around 416 students. The school attracts students from both the local neighbourhood and a wide range of suburbs. 30% are from a Japanese family background and the other 70% of students come from more than 20 different cultural groups. The Student Family Occupation index indicates that families generally come from middle to high socioeconomic circumstances.
Huntingdale is a proud Bilingual School that focuses on literacy, numeracy, inquiry learning and student wellbeing in two languages: English and Japanese. In 1997, the school implemented the Japanese Bilingual educational approach. In 2025, 50% of the curriculum is taught in Japanese which includes reading, writing, speaking and listening, mathematics, dance and drama. The 50% taught in English includes reading, writing, speaking and listening, visual art, physical education and inquiry learning. Wellbeing and assembly are in both languages.
The teaching staff plan and implement a differentiated curriculum with particular emphasis on the acquisition of literacy and numeracy skills in the bilingual setting. We implement the Reading Workshop Model using the CAFÉ reading menu as part of the whole class teaching instruction, independent reading and differentiated group activities. The Writer's Workshop is used throughout the school using the VOICES+P menu to drive teaching. Numeracy is taught in Japanese, with English classroom teachers supporting students to understand mathematics language. ICT and multimedia are integrated into all aspects of learning, enabling our students to connect to the broader world.
Student wellbeing is an important part of the school curriculum. We have implemented `Play is the Way' throughout the whole school and the following virtues are the cornerstone of our school norms:
Our school values of Kindness, Creativity, Courage and Personal Best are integrated in all aspects of learning. The school also teaches the `Zones of Regulation' to complement our wellbeing program.
The school also has a strong Physical Education program including teacher run activities, sports clinics, camps and interschool sports. Our Arts Program is renowned with a Taiko Drumming Group, Bilingual Choirs (F-3 and 4-6) and a bilingual school production in odd years. The school also provides a range of enrichment opportunities particularly in mathematics and science. STEM is a specialist subject taught in Years 3-6 and is a focus as part of the Oakleigh Education Plan.
Huntingdale has strong international ties. This includes a sister school relationship with Kuramochi Primary School in the Mie Prefecture of Japan, and we take groups of Year 5/6 students on a Japan Trip every two years. Each year Shioya Junior High School visits our school, and this is a long-standing partnership. We have an excellent relationship with our local kindergarten.
In acknowledging that a team of students, staff and parents working together produces the best educational outcomes, the school encourages and values parent participation in many capacities. We have an active Parents Association- `Watashi Mo' (meaning `count me in') and parents are actively involved in a range of educational, environmental, social and fundraising activities. The School Council together with the parent group work enthusiastically to provide a quality educational facility for the Huntingdale community.
Huntingdale Primary's motto `Engaging Minds Together' has been the motivation and will continue to be the motivation for many achievements.