Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Eastern suburbs
Reference: 1548168
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.
Birralee PS is committed to providing a safe, supportive, and inclusive environment for all students, staff, and members of our community. Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement, and well-being. We share a commitment to, and responsibility for creating an inclusive and safe school environment for our students.
Birralee PS¿s vision is to empower students to be confident, curious learners who feel supported and able to meet the challenges at school and beyond. Our purpose is to provide students with skills, abilities, and attributes to sustain ongoing learning, and to be successful and effective contributors to their future society.
We aim to provide a safe, supportive, and inclusive educational environment where students have the right to fully participate in all learning and activities. The school community will support, enable, and encourage students to achieve the best learning growth and personal successes that they are able to accomplish.
Our School Declaration encapsulates our shared beliefs about our principles and is learned by all students in order to assist them to recall the agreed values of our school.
The School Declaration (below), is recited each week at an assembly:
¿At Birralee we learn to live and work together, to show care and kindness,
To behave with integrity, to be respectful and responsible, and strive to achieve our goals¿
Future Directions
Our school¿s future will be centred on excellence in teaching, learning, and behaviour, guided by evidence-based practice and shared values. We will fully implement VTLM 2.0, ensuring a consistent, high-quality learning experience across all classrooms. A schoolwide positive behaviour management program, inspired by the work of Tom Bennett and the behaviour curriculum, will be embedded to promote a calm, focused, and respectful learning environment. Teaching practice will continue to be grounded in the science of learning and cognitive load theory, ensuring lessons are structured to maximise understanding and retention. Our commitment to explicit teaching will be strengthened through the continued use of the Spalding Language Arts model, supporting strong literacy outcomes. High expectations will apply to students, staff, and parents, with all members of our community upholding our core values of care and kindness, integrity, and respectful and responsible behaviour. Together, these priorities will cultivate confident, capable, and well-rounded students prepared to thrive academically and socially.
Learning
There is an opportunity to improve the use of data to inform point-of-need teaching, to differentiate and sufficiently challenge and extend students in their learning. Consistent and thorough application of VTLM 2.0 in all classrooms, incorporating daily review, checking for understanding and teaching at point of need is essential. We commit to:
Improving the learning growth of every student,
Building knowledge of and capabilities of staff to deliver evidence-based differentiated classroom practices,
Building capabilities for accurate data analysis and understanding across the school, to drive whole-school improvement,
Student Wellbeing
Ours is a school comprised of a diverse student, teacher, and parent community, as such we remain committed to diversity and inclusion throughout all aspects of school life. Our work in this area will be to establish and embed an agreed schoolwide approach to student well-being and behaviour management.
We commit to:
Developing resilient students who display a growth mindset, and exhibit behaviours, and attitudes that reflect school values.
Developing, implementing, and embedding a school-wide positive behaviour program.
Enhancing teacher capabilities to implement High Impact Wellbeing Strategies (HIWS).
Strengthening learning partnerships through the provision of quality feedback mechanisms with all stakeholders.
Birralee Primary School was established on this site in 1970. From 2008 to 2013 enrolments remained in the low 160s but since then, growth has been rapid. In 2026 we expect our enrolment to be around 580 students. The Department of Education¿s Long-Term Enrolment (LTE) figure for Birralee PS is 700 to 725. There is a great deal of building construction in our area, with single homes being replaced by multiple dwellings.
We host a Pre-School to Foundation Transition Program to provide opportunities to familiarise future students with their new school. Many parents who are new to the school hear of us from friends, are recommended by childcare and pre-schools, or have researched our school on the internet, a number moved house specifically to be in our zone.
We have moved to electronic communication, (email alerts, apps for parents' smartphones, etc.) rather than paper newsletters, enabling better and more direct communication between school and parents. Our intention is to streamline administration by moving tedious work to online platforms wherever possible e.g. timetabling, class placements, daily organisation, administrative forms, leave applications, excursions, camps etc. in an effort to reduce workload for teachers, allowing them to concentrate on teaching and learning ¿ our raison d¿etre.
The school uses the Spalding Language Arts Program ¿ a specialised and explicit method of teaching literacy, which has proven very effective. There are high expectations set for all students at Birralee in all areas of achievement.
Our students come from a wide variety of family nationalities and religions. is 0.1238 - a very high socio-economic demographic. The School Family Occupation and Education (SFOE) index has trended down from 0.1321, 5 years ago and is now 0.1238. Our parents are highly educated with close to 90% holding bachelor¿s degrees or higher.
The school is highly advantaged, with only 2% recorded as disadvantaged.
We have an increasing number of EAL students enrolling at Birralee. Over the past 5 years the number of EAL students has risen from 45% in 2021 to 56% in 2025 -a trend that we expect to continue into the future.
The school has a 50% male/female distribution of students.
Twenty-six (5%) of our students are listed in the NCCD as requiring extensive and substantial adjustments.
Twelve students (2%) have equity funding
In 2026 staffing will comprise 1 principal, 2 assistant principals, 24 classroom teachers, 2 part-time art teachers, 2 part-time Mandarin teachers, 1 physical education teacher, 1 part-time music teacher, 1 part-time performing arts teacher, 1 part-time English as an additional language teacher, , 10 integration aides, 1 library assistant, 1 part-time maintenance technician, 1 part-time gardener, 1 office manager, and 1 office assistant. We have two Leading Teachers, one leading Literacy, the other leading Numeracy.
We will have 24 classes: 4 x Foundation, 4 x Year 1s, 4 x Year 2s, 3 x Year 3s, 3 x Year 4s, 3 x year 5s and 3 x Year 6s. The specialist subjects taught will be Music, Performing Arts, STEM, Visual Art, Physical Education, and Mandarin.
There are 12 students who receive funding under the Students with Disabilities Program: predominantly for autism, severe language disorder, and intellectual disability. An additional number of students who do not qualify for funding (see equity funded and NCCD variation above) are given extra assistance.
We identify students who work well above their year level (2 years or more). Support aims to engage these students to cater to individual abilities and interests within their classrooms. There is an expectation that teachers know the abilities of their students well and therefore cater to them in all lessons through differentiation. A number of our senior students take part in the Victorian High-Ability Program (VHAP) aimed at high-ability students in Years 5-8.
Our work on the VTLM 2.0, formative assessment, and our deepening understanding of the science of learning, will enable teachers to challenge students at their point of need, whether that be well above or below expected year level achievement.
Opportunities exist for Year 6 students in captaincy and leadership roles. Students from Year 6 also have the opportunity to represent the students on our Junior School Council.
Our performance arts focus is extensive with many opportunities to develop public performance and delivery skills through speaking, debating, a dance program, choirs, musical instrument instruction, band, a junior and senior musical soiree, weekly assembly performances and an annual whole school production.
Students also have extensive opportunities in the sporting and physical education area with dedicated weekly P.E. lessons, a swimming carnival, swimming lessons, school inter-house athletics, swimming and cross-country carnivals, inter-school sports days, tennis lessons, gymnastics lessons, and a variety of sports clinics throughout the year
The school has a strong commitment to the school-home partnership. There are many opportunities for parents to be involved in school: volunteering in class, on excursions or community events, or as a member of the school council or subcommittee of the council. Our PFA provides magnificent assistance to the school by organising many activities throughout the year such as the family fun night, fathers¿ and mothers¿ day breakfasts, trivia night, family disco, etc. PFA welcomes new families into the school and is very active in our Foundation orientation program each November.
The school's main challenges in the future remain:
The changing demographic as an increasing number and percentage of children of EAL and other cultural backgrounds enroll,
The wide range of abilities in classrooms,
Ensuring the maintenance, consistency, and fidelity of the school's high teaching and learning standards.
Full and consistent implementation of VTLM 2.0