Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1483607
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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 role is for our Performing Arts position and will include classroom music, dance and drama as a specialist subject for our Prep to Year 6.
This will also involve supporting the annual school concert.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Tucker Road Bentleigh Primary School is committed to continuous improvement and the provision of high-quality teaching and learning. We are proud of our extensive grounds, which include a full-sized oval, a variety of play facilities, and a dedicated Out of School Hours Care facility (Rainbow House), operated by TheirCare.
Significant investment in our facilities over the past decade has enhanced our learning environment. A Building the Education Revolution (BER) project in 2009 delivered six modern classrooms, a central shared space, and withdrawal offices. In 2019, a government grant funded the development of a large gymnasium and sports office. In 2021, we added a new administration building and a contemporary classroom block, comprising four classrooms, a central learning space, toilets, and a teacher workspace.
Our central learning block features eight classrooms, specialist teaching spaces, a STEM room, and a refurbished library with an adjoining courtyard garden. These facilities support a safe and stimulating environment where students¿ intellectual, physical, social, and emotional development is nurtured.
At TRBPS, creativity, enthusiasm, and cooperation are promoted through a strong emphasis on Health and Physical Education, the Arts (music, performance, and visual arts), and our newly established STEM program. Teaching and learning programs are differentiated to meet the diverse needs of all students. A range of student interest groups and extra-curricular activities are available, including lunchtime clubs and after-school programs such as Karate, Soccer, Chess, Coding, LEGO, Basketball, and Hebrew language and cultural studies through UJEB (all delivered by private providers).
Our curriculum is carefully designed to be engaging, inclusive, and aligned with best practice. Inquiry-based learning underpins the development of critical thinking, collaboration, IT capability, and problem-solving skills. Specialist programs in Music, Visual Arts, STEM, and PE/Sport provide valuable learning opportunities beyond the classroom.
The school has a Student Family Occupation and Education (SFOE) index of 0.16. Our current staffing includes a Principal, Assistant Principal, three administrative staff, three Learning Specialists (Literacy, Numeracy and Data Literacy), a part-time Disability and Inclusion Wellbeing Leader, 16 classroom teachers, four specialist teachers, and nine Education Support staff.
We are proud of the strong partnerships we foster with parents and carers. Family engagement is a feature of our school, with a high level of involvement across school life. With an enrolment of approximately 390 students, we provide a caring, inclusive, and supportive environment where every learner is inspired to thrive.
The School Improvement Team (SIT) works collaboratively with the School Council to maintain a strong focus on student achievement and wellbeing. We are committed to the development of the whole child, valuing academic excellence, creativity, physical activity, and cultural understanding. Our school vision¿to ensure every student, staff member, and family feels safe, included and proud¿is central to everything we do.
Student wellbeing is supported through our school values, individual goal setting, clear behaviour expectations, and positive classroom environments. We use a Restorative Practice approach to guide students in managing their behaviour and navigating social and emotional challenges.
Our vision is to develop literate, numerate, creative, and multi-skilled lifelong learners. We want our students to be confident, resilient, collaborative, and capable problem-solvers with a positive mindset who are prepared to meet challenges and celebrate success.
Developed with input from all members of our school community, our Vision Statement is:
At Tucker Road Bentleigh Primary School, we provide opportunities for all students to acquire the skills to become lifelong learners and have a positive impact on their world. Students are supported to achieve their personal best¿academically, socially, emotionally, and physically. Our school culture ensures that everyone is valued and has the opportunity to thrive and succeed.
We warmly welcome new families to our school and invite you to become part of the inclusive and vibrant Tucker Road community.