Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1524871
SC1: Curriculum Knowledge and Student Learning
SC2: Planning, Teaching and Program Development
SC3: Assessment and Data Use
SC4: Communication and Collaboration
SC5: Professional Practice and Engagement
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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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 Context
Thomastown Meadows Primary School is a vibrant and inclusive learning community, located in a quiet residential setting. With an enrolment of approximately 216 students, the school reflects a rich cultural diversity, with many students from multilingual backgrounds. This diversity is embraced as a strength, shaping a culture of inclusion, respect and high expectations for all learners.
Our school vision is grounded in the values of respect, honesty and empathy, and is brought to life through a strong commitment to student voice, agency and engagement. We prioritise the development of confident, independent learners who are active participants in their learning and positive contributors to their community.
Thomastown Meadows Primary School is recognised for its strong and consistent approach to student wellbeing. Our School Performance Report data places the school in the highest range within the Whittlesea Network for student wellbeing, reflecting a deeply embedded, whole-school commitment to positive, inclusive and supportive learning environments.
We implement evidence-based, positive classroom management strategies aligned with the School-Wide Positive Behaviour Support (SWPBS) framework. This includes a clear behaviour matrix, explicit teaching of expected behaviours, and a proactive approach that focuses on prevention, engagement and the development of self-regulation. These practices ensure calm, orderly and productive classrooms where all students feel safe, respected and ready to learn.
Student wellbeing is further strengthened through our participation in the Mental Health in Primary Schools initiative, equipping staff with the knowledge and strategies to support the social and emotional development of all students. Relationships are at the core of our work, with a strong emphasis on building trust, connection and a sense of belonging for every child.
Teaching and learning at Thomastown Meadows is driven by collaborative Professional Learning Communities, with a focus on evidence-based practice, data-informed planning and continuous improvement. Staff work together to design engaging and differentiated programs aligned with the Victorian Curriculum, ensuring all students are supported and challenged to achieve their personal best.
Technology is embedded across the curriculum, with all students having access to a number of personalised and innovative learning experiences and devices within the school. Specialist programs, including STEAM, Physical Education, Visual Arts and Music, enrich the curriculum and provide opportunities for students to explore their interests and strengths.
The STEAM program is a key feature of the school, delivered in a purpose-built, well-resourced learning space. Students engage in hands-on, inquiry-based learning that promotes creativity, critical thinking and problem-solving, including opportunities to work with coding, robotics, virtual technologies and 3D design. All specialists programs are intentionally differentiated to cater for a wide range of abilities, ensuring all students are both supported and extended.
At Thomastown Meadows Primary School, we are committed to fostering a culture of high expectations, continuous growth and collective responsibility. We seek educators who are passionate, reflective and dedicated to making a positive impact, and who will contribute to a school environment where every student can thrive academically, socially and emotionally.
We are seeking a highly motivated and passionate educator to join our learning community. The successful applicant will be committed to delivering high-quality teaching and learning while contributing positively to the culture of the school. They will be supported to thrive and grow as an educator through strong collegial relationships, collaborative professional learning teams, and ongoing opportunities for professional development. This role is ideal for a reflective practitioner who is eager to build their capacity, embrace innovation, and make a meaningful impact on student learning and wellbeing.