Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Macedon Ranges
Reference: 1543771
Lancefield Primary School, established in 1858, is situated in the semi-rural township of Lancefield one hour north of Melbourne in the Macedon Ranges. Residential areas are developed alongside a rural farming existence. Our current enrolment is 184 students. We have very supportive and engaged parents, families and community groups who all contribute to the wellbeing of our school by assisting with classroom programs, whole school activities and the Stephanie Alexander Kitchen Garden Program.
Wellbeing, Inclusion and Mental Health: We are a School Wide Positive Behaviour (SWPBS) School with a strong focus on the implementation of PCMS, working with a coach throughout 2026. The implementation and explicit teaching of the Berry Street Education Model, The Resilience Project, Kimochis and Resilience, Rights and Respectful Relationships programs provides our students, staff and families with strong social/emotional wellbeing and mental health support and strategies. We are an inclusive school and make reasonable adjustments to ensure all students are supported in reaching their full potential. We are implementing the Disability Inclusion (DIP) program and the Mental Health in Primary Schools (MHiPS) initiatives.
Opportunities for students: Building student leadership capabilities, skills and creating opportunities is encouraged and promoted through our Year 6 Student Team and years 3 to 6 peer selected student council team. All students are supported with their learning through our digital technologies and ICT program. We have strong community links with positive relationships with the Men¿s Shed, Lancefield Child Centre, Romsey/Lancefield RSL and local businesses. Our year 5 students enthusiastically attend sessions with our next door neighbours, Lancefield Child Centre to build relationships with their future buddies.
Teaching and Learning: Teaching teams focus on implementing and embedding The Victorian Teaching and Learning Model 2.0 (VTLM 2.0), collaborating to triangulate data to inform teaching and consistent reporting processes. Professional Learning opportunities support teachers to build their capacity in the implementation and monitoring of VTLM 2.0, agreed assessment tools, mental health and wellbeing, building capacity in delivery of maths and literacy daily reviews; reading block implementation; spelling program and more. Teachers work hard to weave first nations curriculum throughout planning and learning experiences for our students. Out teachers plan and work together to ensure consistency of practice and approaches across the school. We set high expectations for our students and ourselves, supporting individual needs and maintaining strong regular parent communication.
Specialists and Library: Our specialist classes in 2026 are Visual Arts, STEM and Physical Education. Auslan lessons are taught by classroom teachers with Auslan skills being woven into everyday interactions at school. Our exciting library collection is well loved by students who can access information about our collection through the online Oliver system at home or at school. Students can provide book reviews and suggest books to be purchased. Many families make donations to our library through our LPS Library Fund.
Extra-curricular: Extra-curricular activities include excursions, incursions, camps and participation in district sporting events such as athletics carnival, summer and winter sports carnival and the district cross country held at Hanging Rock Reserve. We are proudly part of the Stephanie Alexander Kitchen Garden (SAKG) Program which provides a range of academic, social/emotional benefits to all of our students. All classes participate in cooking and gardening sessions throughout the year. Our Wil-e-mee Moor-ing centre incorporates a four station SAKG kitchen area and open learning area. Parents and carers play an integral role in our SAKG program. Our vegetable garden beds are tended to by students, parents and staff participating in the SAKG program.
Our classrooms and learning spaces: Our classrooms are all situated in the one building with a welcoming and inclusive class atrium area for small group activities, for individual students to work quietly read and share our library resources. We have a dedicated Visual Arts room and multipurpose hall used for Physical Education sessions, whole school events and school assemblies. This space is also utilised by Schools OUT! ¿ Before and After School Care program.
Outdoor spaces: At LPS we have beautiful grounds looking out over Mount William (Wil-e-mee Moor-ing) with a variety of play areas to cater for different genders, interests and abilities of all students. Students can participate in team games and activities, climb on equipment, use the giant chess board, sit with a group of friends or play imaginative games. We also provide Peaceful Place each lunchtime, an opportunity for students to play quietly indoors. Our grounds provide spaces for all these inclusive activities.
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
Graduates are encouraged to apply.
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.