Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1480843
Barrawang Primary School is an exciting new school located in Wollert that opened in January 2023. Our current enrolment is 366 students across 18 classes from Foundation to Grade 6.
Barrawang Primary School is a supported inclusion school, which is a mainstream school with additional professional capabilities and facilities designed to cater for a higher than usual proportion of students with a disability.
Our school prides itself on our commitment towards inclusive education and an undertaking to provide differentiated learning programs, which are designed to cater to each individual child¿s point of need. Our school philosophy is based on the belief that all students have the ability to achieve their full potential within a culture of collaboration, shared responsibility and high expectations.
Vision
Barrawang Primary School¿s vision is to ensure that our students are at the centre of everything that we do. Together we create a learning community that values diversity, inclusion and high expectations for all students.
Mission
Barrawang Primary School's mission is to provide all students with high quality learning experiences that challenge and support them to REACH their full potential.
Values
Barrawang Primary School¿s values are R.E.A.C.H
Resilience- we can bounce back from challenges
Excellence- we aim high and persevere, we ensure that every individual has an equal opportunity to reach their full potential
Acceptance- we respect and value all members of our community, embracing with dignity their talents, beliefs, backgrounds, and ways of living
Curiosity- we question and explore the new, unusual, and interesting to better understand the world around us
Honesty- we act with integrity and courage and take responsibility for our actions.
Teaching and Learning
Our instructional framework at Barrawang Primary School is informed by the Gradual Release of Responsibility (GRR) model and is framed around the Workshop Model which is a structured evidenced-based approach for teaching and learning.
The Instructional Model is
A focus on Creative art (Visual, Performing, Music, Dance and Media), STEM and Physical Education is integral to the additional learning which will be provided for our students.
A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. There is an expectation that all community members of our school behave in ways that build a positive and vibrant school culture that focuses on wellness and learning. We use the School Wide Positive Behaviour Support framework to drive our approach to positive education.
To find out more about Barrawang Primary School please visit our website at www.barrawangps.vic.edu.au/
or contact the Principal, Alisha Campbell on [email protected].
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
Join Our 2025 Foundation Team - Ongoing Position
We have an exciting opportunity to join our 2025 Foundation team as an ongoing staff member! You'll be part of a well-established and experienced team that offers strong collaborative planning and support. Our Foundation students are extremely settled into their school routines, so we're looking for someone who can seamlessly step in and continue providing amazing learning experiences for the remainder of the year.
You will be supported through a thorough induction process, and if we find the right candidate, we'd love for you to attend our Term 4 planning day to set you up for success.
While Foundation may not be your usual passion year level, this role is only for one term, and at the end of the year, staff preferences for 2026 allocations will be carefully considered. If you're excited about the prospect of joining our amazing school community, we'd love to hear from you!
IMPORTANT: When uploading your application, please ensure you upload it as one document that includes your cover letter (optional), resume/CV and your responses to the key selection criteria. Please save the file with your first and last name.
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.