Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1507221
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.
Merri-bek Primary School, located in Coburg in Melbourne¿s inner-north, is a vibrant and diverse learning community. Our school comprises a blend of traditional and contemporary learning environments across two storeys, with four main learning areas catering to our multi-age Foundation, Year 1/2, Year 3/4 and Year 5/6 cohorts. The school also features a well-resourced library, kitchen, staff offices and an auditorium used for Performing Arts, assemblies, information sessions, staff professional learning, Breakfast Club and Physical Education.
Our workforce includes 48 committed staff members: 26 teachers (including part-time staff), 13 Education Support Staff, one school assistant, three administrative staff, one contracted maintenance team member and three Principal Class officers.
At Merri-bek Primary School, inclusion, learning and wellbeing sit at the forefront of everything we do. We are committed to being a school where every child feels valued, supported and able to thrive. As an inclusive school, we make thoughtful and personalised adjustments for our students, ensuring that each learner can access the curriculum, participate fully and experience success. Our wellbeing team¿including our Mental Health and Wellbeing Leader, Disability Inclusion Leader and our allied health partners¿works closely with staff, students and families to ensure barriers to learning are identified early and addressed effectively.
Our vision is to be a community of inclusive, innovative and inspired learners. Our mission is to:
¿ Create a culture of shared goals, trust and high expectations for all.
¿ Foster an environment that is open, safe and welcoming.
¿ Promote and develop student voice and agency to drive meaningful action.
¿ Deliver an engaging and challenging curriculum that encourages exploration, creativity and positive risk-taking.
These aspirations are underpinned by our core values:
¿ Respect ¿ valuing diversity and recognising the perspectives, cultures and experiences of others;
¿ Responsibility ¿ empowering students to take ownership of their learning, behaviour and choices;
¿ Resilience ¿ building the capacity to manage challenges and embrace new possibilities.
These values guide our relationships, behaviours and daily interactions and help shape a culture where all students are empowered to learn and grow.
Merri-bek Primary School¿s socio-economic profile indicates high parent education levels and high socio-economic advantage. Classroom teachers allocate an average of five hours each per week to Reading and Writing, and a further five hours to Mathematics. Our curriculum aligns with the Victorian Curriculum and is enriched by specialist programs in the Arts, Spanish, Physical Education and STEM. Students also benefit from a broad range of extracurricular opportunities, including lunchtime clubs and outsourced music and coding programs.
Our Education Support Staff work alongside teachers, supported by our Mental Health and Wellbeing Leader, Disability Inclusion Leader and allied health professionals such as Speech Pathologists, Occupational Therapists and an onPsych Psychologist. We also partner with The Yellow Door, which provides on-site services for students and families every Friday.
Together, this multidisciplinary team enhances our capacity to provide a nurturing and inclusive learning environment. Students are supported to develop strong social competencies, resilience, confidence and a sense of belonging¿ensuring they are well equipped for both school and life beyond it.