Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1543522
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
We are seeking an enthusiastic and highly skilled Classroom Teacher to join our collaborative team at Epsom Primary School. We are looking for a teacher who is committed to evidence-informed practice, builds strong relationships with students and colleagues, and holds high expectations for every learner.
Teaching at Epsom is informed by the Science of Learning and VTLM 2.0, with a strong focus on explicit teaching, purposeful practice, student engagement and checking for understanding. The successful applicant will demonstrate strong classroom practice and an ability to plan and deliver structured, responsive learning that supports all students to experience success.
A key part of the role is the effective use of assessment and student learning data. We are looking for someone who can use multiple sources of evidence to identify student needs, inform planning, differentiate support and extension, monitor progress and evaluate the impact of their teaching.
Collaboration is central to the way we work. The successful applicant will actively contribute to Professional Learning Communities (PLCs), collaborative planning, moderation and professional learning. We particularly welcome applicants who have the capacity to lead and support teams, contribute to curriculum development and help build consistent, high-quality teaching practice across the school.
We are looking for a teacher who:
demonstrates strong knowledge of explicit teaching, the Science of Learning and evidence-informed practice
understands and can apply the principles of VTLM 2.0
uses assessment and data purposefully to inform planning, teaching and intervention
demonstrates strong knowledge and practice in literacy and numeracy
establishes positive relationships and maintains high expectations for learning, engagement and behaviour
plans effectively for the range of learners within a classroom, including support and extension
works collaboratively and contributes positively to team planning and PLCs
is reflective, open to feedback and committed to continually improving their practice
has the capacity to lead, support and positively influence a collaborative team
will contribute to Epsom¿s supportive, professional and team-focused culture.
The successful applicant will work closely with classroom teachers, specialist teachers and school leaders. We are looking for someone who brings ideas and enthusiasm to the role, enjoys working as part of a team and is excited by the opportunity to continue building learning at Epsom Primary 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.
Epsom Primary School, located 8 km north of Bendigo, provides a high-quality, inclusive education for students from Foundation to Grade 6. Our vision is: 'To ignite excellence and a love of learning within a community that grows together.'¿We are committed to fostering a safe, supportive, and engaging learning environment, where every student is empowered to Strive for Excellence, Take Pride, Act Responsibly, and Respect our Community. These values underpin our approach to learning, student wellbeing, and community engagement.
Epsom Primary School currently has approximately 390 students and will operate 19¿classrooms in 2027, supported by over 50 dedicated staff members, including experienced educators, early-career teachers, and Education Support staff. Our school has a mix of single-year level and composite classes, ensuring flexibility in learning and strong student connections across year levels.
We pride ourselves on being a supportive, collaborative and team-focused school, where staff work together, share practice and take collective responsibility for the learning and wellbeing of our students. We value positive relationships, high expectations and a culture where staff are supported to learn, develop and contribute their strengths.
Teaching and learning at Epsom is grounded in evidence-informed practice, the Science of Learning and VTLM 2.0, with a strong focus on both literacy and numeracy. We prioritise explicit teaching, purposeful practice, student engagement and responsive teaching informed by assessment. Our established approach to structured literacy includes systematic synthetic phonics and explicit teaching of reading, writing and oral language. In numeracy, we are continuing to strengthen a consistent, evidence-informed approach to mathematics teaching, with a focus on developing strong mathematical knowledge, fluency, reasoning and problem-solving.
Our staff work collaboratively through team planning, professional learning, coaching and observation to analyse student learning, share practice and continually strengthen teaching. We value consistency across our school while supporting teachers to develop their expertise, reflect on their impact and learn alongside one another.
Student wellbeing is central to our work working alongside teachers and leadership to provide coordinated support for students and families, strengthening the connection between learning, engagement and wellbeing. We value strong partnerships with families and have a shared approach to supporting students. Staff wellbeing is equally important, and we strive to provide a workplace where people feel supported, connected and valued as part of the team.
Students participate in specialist programs including Visual Arts, Performing Arts, STEM, Physical Education and AUSLAN. STEM, sustainability and hands-on learning are important parts of the Epsom experience. Our Green Nest provides a unique outdoor learning environment incorporating a greenhouse, vegetable gardens, frog pond, animal assisted learning and an outdoor classroom. Students also have opportunities to apply their learning through initiatives such as Energy Breakthrough, while our 5-Star Resource Smart status and student-led Green Magpies program reflect our strong commitment to sustainability and environmental learning.
Student voice and leadership are highly valued at Epsom. Opportunities including School and House Captains, Junior School Council, Green Magpies, the Student Wellbeing Team and Young Aboriginal Leaders (barring djuwima) enable students to contribute meaningfully to our school and wider community.
At Epsom, we are committed to creating an environment where students are supported to thrive and staff are supported to do their best work. We are looking for people who value collaboration, relationships, evidence-informed practice, high expectations and being an active member of a positive and supportive school team.