Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1519248
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.
One of Victoria¿s most community-connected schools, Pearcedale Primary is located in a semi-rural setting on the edge of the Mornington Peninsula (60kms south-east of Melbourne¿s CBD). The school was established in 1908. Now, in 2026, the school has an approximate enrolment of 632 students (divided into 27 classes) and a workforce of 70 employees. The school also hosts the Pearcedale Facility for Deaf and Hard of Hearing Students, comprising of 6 students with moderate to profound hearing loss. These students are integrated into the school program and receive listening, speech and language training and support from Facility staff. The Student Family Occupation (SFO) index is consistently around 0.35. There are 15 students who qualify for additional support through Disability Inclusion funding.
The school offers a holistic approach to education that recognises the diverse needs of its students and the importance of tailoring teaching and learning to enable students to reach their potential. It also acknowledges the importance of an organised and effective approach to ensuring that the wellbeing needs of all students are met. Pearcedale has embraced the ¿Respectful Relationships¿ framework with targeted welfare lessons at least once a week in support of this program.
The school community takes great pride in the environment and facilities of the school. The school has committed substantial funding into resourcing and implementing up to date technologies throughout the school. It is highly anticipated that continued growth and development in this area will remain a priority for the school.
The specialist areas of Performing Arts, Physical Education, STEM, Visual Arts and AUSLAN are a feature of the school. The combination of purpose-built teaching spaces, great resources and highly skilled specialist teaching staff has contributed to the success and recognition of these programs.
As a Professional Learning Community, at Pearcedale the focus is on:
¿ Ensuring that students learn
¿ A culture of collaboration
¿ A focus on results.
This has brought a significant focus on the way in which professional learning teams plan, deliver and assess the curriculum. A culture of collaboration is embedded into the school and teams work together to ensure that all the students in their level are provided with the best learning environments. There is a shared responsibility for all students in a year level. A significant part of being a PLC is ongoing research into optimising the learning for students.
The school has committed resources to ensuring that timely and targeted interventions are embedded into the weekly timetable to ensure success for all students. The Government Funded Literacy and Numeracy Early Intervention Program has meant that intervention is provided for enhancement in the areas of Literacy and Numeracy for eligible students across the school. A Government Funded Student Excellence Program is also offered to eligible students. The school receives funding from the Department for EYKLNP ¿ Early years Koorie Literacy and Numeracy Program which is also provided to eligible students. In 2025, we received a place in the School Breakfast Club Program, a Victorian Government initiative delivered in partnership with Foodbank Victoria and continues in 2026.
The school prides itself on providing a welcoming, caring and friendly environment. Parent participation is actively encouraged, and the school community is seen as an integral part of the school. Parents participate in a wide range of school activities including assistance in classroom help, excursions and camps. The school community provides valuable support by raising significant funds through holding stalls, raffles and events such as our School Carnival and School Colour Run. Our school is well supported by an active and energetic School Council which is organised into subcommittees, assisting in the handling of functions of the school.
Pearcedale Primary School is committed to preparing students for life within and beyond the school gates with our values of: Respect, Aspire, Courage and Safe. We provide a progressive, safe and happy learning environment, which encourages children, staff and families to all play an active role in the process of education.