Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Loddon Mallee - Mildura
Reference: 1530467
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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:
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.
Irymple Primary School is located 5 km from the centre of Mildura with a student population of 354 in 2026. We are committed to creating a stimulating and challenging learning environment that supports each child to 'Be the Best That They Can Be' (Our school Motto).
Our school has four key values - LEARNING, PRIDE, RESPECT and SAFETY. We endeavour in our daily work to provide an `INCLUSIVE¿ learning environment where all students can achieve their personal best (academically, socially and emotionally).
The school maintains a high level of student learning in all curriculum areas through the delivery of high-quality learning programs, with an emphasis in the areas of Literacy, Numeracy, Italian Language, I.C.T, The Arts and PE/Health. The individual needs of all students are catered for through a range of programs providing additional support and extension. Our school culture promotes the social and emotional development of our students through the integrated teaching and reinforcement of the foundations for success at school. We have strong foundations that are connected to the Berry Street Education Model and School Wide Positive Behaviours - Department of Education (DE). We want our student to be confident citizens with academic, social and emotional skills that can be of assistance for life.
We want our students to be able to get along with their peers and adults and show 'resilience' to be able to keep learning academically and to engage socially with others in a positive manner. We want the students to use these skills and the school developed 'Resilience Bricks' to be able to move forward and bounce back as needed. All students in the various `Programs for Students with a Disability¿ showed progress at 'satisfactory' or 'above' in achieving their goals. Non-attendance is monitored daily and is a shared responsibility with the Student Wellbeing team, teachers and the families of children. Students participate in a wide range of extracurricular activities and have a developing `Student Agency and Voice¿ in all that we 'say and do'. We have a School Sports Academy to promote student engagement with higher level participation and training e.g. Football, Netball, Hockey and Soccer and Basketball
We have an active Junior School Council (JSC). We are proud of our school and the relationship it enjoys with its families and the wider community. Parents are involved in the school in many ways, including the School Council, support of learning within classrooms, supporting social activities, supporting excursions and participating in unit level and whole school celebrations. Our school had 20 equivalent full-time staff made up of a Principal and Assistant Principal, two Learning Specialists, Teachers and 15.0 Education Support Staff.
We have an active school website, we put up regular Facebook updates every week, and we have a comprehensive fortnightly Newsletter and Calendar emailed out via Compass and also available in hard copy every fortnight from our school office.