Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1500999
¿Our students are at the centre of everything we do and every decision we make¿ - This is the guiding principle from our schools Vision and Values statement. At Mossfiel Primary School, our staff lead with warmth and authenticity and we are looking for educators who will add to our wonderful small community and staffing team. With a current enrolment of 340 students, we are a tight, close-knit community and our staff are inspired by the talents, experiences and diversity of our families.
Our curriculum program includes daily core literacy and numeracy instruction. Our teachers in Foundation to Grade 2, provide a daily systematic synthetic phonics program to ensure that all students have the key decoding skills required to be successful, literate learners. Across the school, we explicitly teach mathematics, from a conceptual lens, ensuring that students understand the basis for mathematical processes. Our Social and Emotional Learning curriculum draws from the Victorian Curriculum and has an emphasis on our school values of Think Excellence, Think Respect, Think Resilience and Think Community. Each week, students attend Specialist classes in Italian, Digital Technologies, Physical Education and the Arts.
From 2026, our classes will be organised into Foundation, Grade 1, Grade 2, Grade 3/4 and Grade 5/6 classrooms. Each area of the school is overseen by a member of the leadership team and teachers work closely in professional learning community teams to plan and implement our curriculum and analyse data for improvement. We are a long standing, established school, with well-resourced programs and classrooms. Our class spaces are large and our recent building works are adding value to an already rich space.
Our school buildings are set amongst both quiet and active play spaces, with multiple gardens, playgrounds and a large open oval. The native gardens provide colour and beauty, and the gums that surround our school provide shade and are a reminder of our connection to the environment and Country. Connection with culture and inclusion is a large focus for our school. Our staffing profile is diverse and we ensure that families and students are well supported through our cultural liaison officer, Marrung Champion and a strong Wellbeing team.
Our School Vision
At Mossfiel Primary School our students are at the centre of everything we do and every decision we make. We are a community of learners, who are connected, positive and proud of ourselves and others. We aspire to create a safe, inclusive and equitable space, where all students can flourish and realise their potential. We welcome and accept all people, and are inspired by the diversity, talents and experiences our students and their families bring.
The Values that guide us
Through creating a culture of unconditional positive regard, maintaining consistent and orderly learning routines and structures, and personalised and engaging learning programs, we will ensure that each learner is motivated, challenged and supported to thrive. Our young people are empowered, through our learning and wellbeing curriculum, to make a positive difference to their world. Personal growth, wellbeing and academic outcomes are equally important and we work in partnership and collaboration with families, staff and the community to make sure students have opportunities to excel in different aspects of their school journey.
We are looking for educators who are committed to their profession and will contribute to the positive culture of our school.
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
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.