Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Hume - Wodonga
Reference: 1519283
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.
Wodonga Primary School recorded an enrolment of 832 students on the February 2025 census day. In response to ongoing community enrolment pressures, the school continues to actively implement its Enrolment Management Plan. The Department of Education and Training (DET) has identified the school as operating above the 85 per cent enrolment pressure threshold. The school¿s demographic profile places it within the medium Student Family Occupation and Education (SFOE) index. The student population comprised 446 female and 423 male students, with 7 per cent identifying as coming from non-English speaking backgrounds and 10 per cent identifying as Aboriginal and/or Torres Strait Islander. The school¿s equity funded students maintained a steady rate of 29%.
In 2025, the school operated 40 generalist classrooms supported by seven specialist learning areas: Art, Physical Education, Music, STEM, TEAMs (formerly Japanese), Computer Studies, and Respectful Relationships. Following the commencement of family leave by the Japanese language teacher in Term 2 and multiple unsuccessful recruitment campaigns, the school introduced TEAMs. This program integrates the principles of The Resilience Project with the school¿s School-Wide Positive Behaviour Support (SWPBS) framework, strengthening student wellbeing, engagement, and social capability.
The school¿s classroom support structures are deliberately designed to promote calm, purposeful learning environments that enable students to actively engage in high-quality learning. Wodonga Primary School is supported by a strong leadership structure comprising four Principal Class officers: one Principal and three Assistant Principals. Each member of the Principal team is aligned to specific year levels and designated FISO 2.0 priority areas, ensuring strategic leadership is focused, transparent, and responsive. Six Leading Teachers further support student wellbeing, engagement, and learning outcomes. Two Wellbeing and Engagement Leaders drive the school¿s tiered approach to student engagement and lead innovative initiatives targeting attendance and student connectedness, reflecting the school¿s strong commitment to inclusion and support for all learners. Additionally, two Literacy Leaders and two Mathematics Leaders work to build teacher capacity and ensure equitable student progress through high-quality instructional practice. This leadership structure is further strengthened by the inclusion of a Mental Health in Primary Schools (MHIPS) Leader, a Guidance Counsellor, and a Child Psychologist.
The school actively engages with regional and DET support services to ensure inclusive education for all students, regardless of background, disability, ethnicity, or sexuality. Targeted supports include an English as an Additional Language (EAL) teacher for culturally and linguistically diverse learners, a Koorie Engagement Support Officer (KESO) working weekly with Aboriginal and Torres Strait Islander students, a Defence School Mentor (DSM) supporting transitioning Defence families, and additional support accessed through the Visiting Teacher Program. Additionally, the school ran a comprehensive TLI (Tutor Learning Initiative) program across the school. The TLI was targeting students who required additional targeted learning support in the areas of Literacy and Numeracy.
Wodonga Primary School is guided by its motto, Engage Learning ¿ Expand Minds. All executive decision-making and strategic planning are anchored in these principles, with a clear focus on ensuring learning programs, experiences, and opportunities meaningfully engage students and broaden their thinking. The school¿s vision is underpinned by five guiding principles¿Curiosity, Culture, Community, Collaboration, and Challenge¿which collectively shape the development of independent, lifelong learners.