Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Gippsland - East Gippsland
Reference: 1545066
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.
Lindenow South Primary School is a small rural school located in East Gippsland. In 2025, the school had a total of 16 students, 7 male and 9 female. These students are learning across two classrooms, under the guidance of a teaching principal, full-time and part-time teachers, and two education support officers¿comprising one full-time and one part-time.
The school is dedicated to creating a friendly and caring atmosphere where every student can reach their personal best in both academic and social endeavours. This commitment is evident in the stimulating and supportive educational environment it provides, benefiting not only students but also teachers and parents. The school consistently sets high goals for itself and the local community.
Students at Lindenow South Primary School come from as far as Bairnsdale, although the majority are from the local Lindenow South community. The vision of the school is centred on nurturing well-adjusted individuals who are motivated to achieve their full potential in a dynamic and supportive setting.
The overall school¿s socio-economic profile is based on the school's Student Family Occupation and Education index (SFOE). The school¿s SFOE band value is: High. A `High¿ band represents a high level of socio-educational disadvantage.
The school has aligned teaching practices to the VTLM 2.0 and the Departments approach to teaching reading and mathematics. A specific highlight is the designated Literacy and Numeracy Block, which allows students to engage deeply with core learning skills and strategies. The staff have integrated a phonics focus across reading, writing and spelling units. Staff were also provided with professional development in semester two which focused on the structure of delivering differentiated mathematics units of learning. Additionally, practical hands-on learning experiences are facilitated in the school's kitchen and garden program, linking these activities to classroom curricula such as science and health.
Teacher judgement of student achievement against the Victorian Curriculum showed students working at or above age expected standards in English and Mathematics. The P-6 average however is below the state average for English at 72.2% compared to 86.3% for the state. Mathematics is slightly higher than the state with an average of 92.2% compared to 84.2% for the state. Due to the small number of enrolments NAPLAN data sets are unreliable. Students are well supported through regular Student Support Group meetings and individual education plans with student-centred learning goals.
All students participate in the MARC van program or Science/Art lessons on a fortnightly basis. This provides an avenue to explore extra-curricular activities in addition to the regular classroom program.
The educational approach focuses on fostering resilience, independence, and social skills among the young learners, alongside emphasizing sound academics, self-discipline, self-worth, and respect for others. Cooperative learning and life skills are also integral parts of the curriculum. The school continues to adopt the values¿Think, Grow, Connect¿which are now central to the school¿s mission and vision. These values emphasise critical thinking about global issues, analytical skills for lifelong learning, a growth mindset, and fostering connections at personal and local levels. These values are seamlessly linked to the Kitchen Garden program, that functions with a wellbeing lens, that all students access weekly.
The school continues to use the School Wide Positive Behaviour Support framework to guide their approach to wellbeing, managing student behaviour, and creating a positive and inclusive learning environment for all. Considering the size of the school, it is pleasing that the 3-year average relating to sense of connectedness (86.8%) is higher than both the state and similar schools average. The 3-year average for management of bullying (68.8%) is unfortunately lower than the state and similar schools averages. School leadership monitors attendance data and use targeted initiatives that have a positive impact on the school community.
Our expansive school grounds feature an oval, tennis courts, two playgrounds and a kitchen garden. The `Playground to Plate¿ program involves students caring for and maintaining the vegetable garden and orchard weekly and using garden harvest to prepare and cook meals fortnightly in the purpose-built kitchen. The playgrounds sit amongst established trees and landscaped gardens and feature slides, climbing frames, monkey bars, sand pit, Giants Chess, four square and hopscotch courts, and several undercover seated areas. Throughout 2025, school leadership has continued to participate in the planning phase of a new construction involving staff and student bathrooms, cleaning/storage area, and an additional playground next to the basketball court.
The percentage endorsement by parents on their General School Satisfaction, as reported in the annual Parent/Caregiver/Guardian Opinion Survey is slightly higher than the similar schools and state averages. A small number of parents are engaged through an active School Council who work closely with the staff and Principal to provide guidance and access to external fundraising.