Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1551277
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.
Carlton Primary School is a small, inner-city school located close to Lygon Street and the University of Melbourne. We are a proud partner in the Carlton Learning Precinct, an integrated model of family services, early childhood education and primary schooling. We take pride in our reputation as a welcoming, inclusive and community-focused school. Our guiding principle is to provide a caring learning environment that meets the diverse needs of all students through a rich, engaging and purposeful curriculum.
While we are located in the heart of the inner city, our school offers the added convenience of a dedicated staff car park at the rear of the school, with ample parking available.
Carlton Primary School is united by a shared commitment to the following values:
Our school has a long and successful history of supporting a culturally diverse population and fostering a strong sense of community. In partnership with families, we encourage students to reflect on their values, cultural identities and beliefs while celebrating the benefits of living in a multicultural society.
Carlton Primary School serves a vibrant and resilient community, with families representing more than eight nationalities and languages. Over 95% of our students come from culturally and linguistically diverse (CALD) backgrounds. Our Student Family Occupation (SFO) index of 0.75 reflects the significant learning and wellbeing needs of our community.
Teaching, Learning and WellbeingWe are committed to continuous improvement through a consistent, evidence-informed and whole-school approach to teaching, learning and student wellbeing.
In Term 2, we reviewed and revamped the Carlton Primary School Positive Behaviour Matrix, strengthening our whole-school approach to explicit teaching, modelling and reinforcing positive behaviours. This work aligns with Positive Classroom Management Strategies (PCMS), supporting staff to implement consistent, proactive approaches to behaviour management across all learning environments. By reinforcing our shared expectations of Be Safe, Be Respectful and Be a Learner, we aim to create a safe, respectful and inclusive learning environment where all students can engage positively and thrive.
In English and Mathematics, we are embedding Victorian Lesson Plans aligned with Victorian Curriculum 2.0 to strengthen curriculum planning, instructional consistency and student learning growth. We are also implementing the Phonics Plus approach to support the development of foundational reading skills. Our work is further strengthened through close collaboration with literacy consultant Rachael Buck, who provides classroom coaching, demonstration lessons and professional learning debriefs to build teacher expertise and improve outcomes for students.
Team planning, collaboration and ongoing evaluation are central to our teaching approach. Teachers work together to implement and refine curriculum programs, respond to student learning needs and ensure all areas of the Victorian Curriculum are addressed, with a strong emphasis on literacy and numeracy.
During Collaborative Team Time (CTT), teachers are supported by our Assistant Principal, who leads data-informed discussions to identify student learning needs, monitor progress, share effective teaching practices and plan targeted learning experiences. This collaborative approach strengthens teacher practice, promotes consistency across year levels and ensures that teaching decisions are informed by evidence of student learning.
We value strong partnerships with families and celebrate student learning through our end-of-term Celebration of Learning events. Families and carers are invited into the school to explore students¿ Concept units and see their learning, achievements and progress firsthand. These events strengthen home school connections, celebrate student creativity and provide families with meaningful opportunities to engage in their children¿s education. We also work closely with our Carlton Learning Precinct partners, including Our Place, Gowrie early learning services, and City of Melbourne Family Services to strengthen transitions into primary school and build connected, inclusive relationships with families. Through our partnership with Our Place, a wraparound service supporting children and families, we work collaboratively to connect families with the support, resources and services they need to thrive. These partnerships reflect our commitment to a connected community where families feel welcomed, supported and empowered to contribute to their children¿s learning and wellbeing.
Strategic DirectionOur strategic key goals:
Building on this work, we remain focused on strengthening instructional practice, improving student learning outcomes and fostering a positive, connected school community. Carlton Primary School has a new leadership team who are enthusiastic about working collaboratively with staff, strengthening teaching and learning practices, and ensuring every student is supported to achieve their full potential. Our leadership team is committed to supporting and developing our staff while creating the best possible learning opportunities for all students.
For further information about the position, please contact Mark Catterson, Acting Principal, on 9347 6022. School tours are welcome, and we encourage interested applicants to call and arrange a time to visit Carlton Primary School and experience our vibrant, inclusive and exciting vertical school environment.
Please have each selection criteria to one page. A cover letter and Curriculum Vitae (CV).
We look forward to welcoming prospective applicants and wish everyone the very best with their applications.