Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1504240
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.
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.
School Profile
Dromana Primary School has served the communities of McCrae, Safety Beach and Dromana for over 160 years since its establishment in 1861. Nestled within well-kept gardens and playgrounds, the school boasts a rich history and a deep sense of community pride. Nearly $10 million has been invested in enhancing our facilities, culminating in the development of a modern two-storey learning space and beautifully landscaped gardens.
Our Purpose
At Dromana Primary School, our dedicated staff share a common purpose: to ignite curiosity in our children, with genuine care and support, to ensure they thrive.
Our Vision
Our vision is to foster a connected community, inspiring individual excellence in every child.
Professional Learning Communities
Since 2020, Dromana Primary School has embraced the Professional Learning Communities (PLC) approach to drive whole-school improvement and ensure high levels of learning for every student. Our commitment to excellence is underpinned by a collaborative culture and a relentless focus on student outcomes.
We have adopted the DuFour Model, which centres on the three big ideas, four critical questions, and six essential characteristics of an effective PLC. These principles guide our work at every level of the school, ensuring that teaching is intentional, data-informed, and aligned with student needs.
Through the implementation of Learning Cycles, our teachers continuously monitor and respond to student progress¿ensuring that every lesson provides targeted support, challenge, and opportunity for growth.
Student Wellbeing and School Values
At Dromana Primary School, we are proud to be a restorative school, committed to trauma-informed practices that support and enrich our students¿ social and emotional learning. This approach recognises the impact of past experiences on a child¿s behaviour, learning, and wellbeing, and ensures that every interaction is grounded in safety, trust, and understanding. Our core values of Respect, Resilience, and Responsibility underpin everything we do and guide how we work together as a school community.
We prepare students for future pathways by fostering creativity, independence, and motivation to learn. We promote a positive self-image, respect for others, self-discipline, community participation, problem-solving, and life skills such as responsibility, resilience, effective communication, and curiosity. We encourage every student to reach their full potential by recognising and celebrating achievement, supporting self-regulation in all environments, and providing meaningful leadership opportunities across the school.
Our carefully curated multi-tiered system of supports ensures that every student has access to the right help, at the right time. This framework creates opportunities for a range of targeted initiatives, including lunchtime clubs, connections to allied health providers, and individualised support plans. Each plan is designed using a strength-based approach that recognises and builds on the unique abilities of every learner, placing the student firmly at the centre of their educational journey.
In line with VTLM 2.0, wellbeing is not a separate program, it is embedded across all areas of learning. Our teachers intentionally integrate social and emotional learning into everyday lessons, ensuring students develop the skills, mindsets, and resilience they need to thrive both academically and personally. By combining high expectations with genuine care, we create a learning environment where every child feels safe, valued, and empowered to succeed.
Curriculum
Dromana Primary School provides students with a high-quality education within an orderly, engaging, and inclusive environment. Our curriculum aligns with the Victorian Curriculum and is delivered through a consistent, evidence-based approach from Foundation to Year Six.
Our teaching and learning programs are underpinned by the VTLM 2.0, with an explicit teaching approach embedded across all year levels. Lessons are structured to ensure clarity, purpose, and progression, incorporating the principles of the Science of Learning and our whole-school instructional model, which follows the Gradual Release of Responsibility. This consistent approach is applied across both English and Mathematics, ensuring a cohesive and evidence-based teaching framework throughout the school. Teachers implement responsive teaching practices, such as checking for understanding throughout each lesson, to ensure all students are supported and challenged appropriately.
In Literacy, our program is guided by the Big 6 components of reading. We use Little Learners Love Literacy from Foundation to Year Two to deliver systematic and explicit phonics instruction. From Years Three to Six, we continue with a structured literacy approach, delivering sequenced and explicit teaching of spelling, reading, and writing.
In Mathematics, learning is carefully sequenced to build complexity over time. New concepts are explicitly taught and practised, followed by open-ended and challenging tasks that allow students to apply and consolidate their understanding.
Our whole-school approach is designed to ensure that all students achieve mastery in their learning. Through consistent lesson structures, explicit instruction, and responsive teaching practices, students are given multiple opportunities to practise, apply, and consolidate new skills and knowledge.
Specialist Program
We provide an extensive range of specialist subjects, including Physical Education and Sport, The Arts (Performing and Visual), Japanese, and Coding/Robotics. From Year Four onwards, students participate in a 1:1 laptop program, which continues through to Year Six, supporting the development of digital literacy and enhancing learning across the curriculum.
Staff Profile
Dromana Primary School is proud to have a dedicated team of both experienced and early-career teachers, carefully selected to uphold and strengthen our positive school culture. Our greatest strengths lie in our stable and supportive leadership, strong sense of community, and highly professional staff who place student needs at the centre of everything they do.
We foster a safe, inclusive, and nurturing environment where the wellbeing and safety of every student is a priority. Our school community is built on lasting partnerships and shared values, contributing to a vibrant and supportive atmosphere.
We offer a convenient Out of School Hours Care (OSHC) and Holiday Program through TheirCare, supporting families with flexible care options.
Parent satisfaction at Dromana Primary School remains consistently high, reflecting the energy, enthusiasm, and positive culture that defines our school.
Achieving individual excellence, together.
For further information about the school, please visit: https://dromanaps.vic.edu.au/