Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Northern suburbs
Reference: 1542632
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.
Thomastown Meadows Primary School is a vibrant and inclusive learning community situated in a quiet residential setting. With an enrolment of approximately 216 students, our school reflects a rich cultural diversity, with many students coming from multilingual backgrounds. We embrace this diversity as a strength, fostering a culture of inclusion, respect and high expectations for every learner.
Our school vision is underpinned by the values of Honesty, Empathy and Respect. These values are brought to life through our strong commitment to student voice, agency and engagement. We strive to develop confident and independent learners who actively participate in their education and contribute positively to their community.
Thomastown Meadows Primary School is recognised for its strong and consistent approach to student wellbeing. School performance data places us among the highest-performing schools in the Whittlesea Network for student wellbeing, reflecting our deeply embedded, whole-school commitment to creating positive, inclusive and supportive learning environments.
We implement evidence-based classroom management practices aligned with the School-Wide Positive Behaviour Support (SWPBS) framework. This includes a clearly defined behaviour matrix, the explicit teaching of expected behaviours and a proactive focus on prevention, engagement and self-regulation. These consistent practices support calm, orderly and productive classrooms where every student feels safe, respected and ready to learn.
Our commitment to wellbeing is further strengthened through participation in the Mental Health in Primary Schools initiative, which equips staff with the knowledge and strategies required to support students¿ social and emotional development. Positive relationships are central to our work, with a strong emphasis on building trust, connection and a genuine sense of belonging for every child.
Teaching and learning at Thomastown Meadows Primary School is driven by collaborative Professional Learning Communities and a shared focus on evidence-based practice, data-informed planning and continuous improvement. Staff work collaboratively to design engaging and differentiated learning programs aligned with the Victorian Curriculum, ensuring that every student is supported and challenged to achieve their personal best.
Digital technologies are embedded throughout the curriculum, providing students with access to a range of devices and personalised, innovative learning experiences. Our specialist programs¿including STEAM, Physical Education, Visual Arts and Music¿enrich the curriculum and provide meaningful opportunities for students to discover and develop their individual interests, talents and strengths.
Our STEAM program is a key feature of the school and is delivered in a purpose-built, well-resourced learning space. Students participate in hands-on, inquiry-based learning that promotes creativity, critical thinking, collaboration and problem-solving. Learning experiences include coding, robotics, virtual technologies and 3D design. All specialist programs are intentionally differentiated to accommodate a broad range of abilities, ensuring that students are appropriately supported and extended.
At Thomastown Meadows Primary School, we are committed to fostering a culture of high expectations, continuous growth and collective responsibility. We seek educators who are passionate, reflective and dedicated to making a positive difference, and who will contribute to an environment in which every student can thrive academically, socially and emotionally.
We are seeking a highly motivated and passionate educator to join our learning community. The successful applicant will demonstrate a strong commitment to delivering high-quality teaching and learning while contributing positively to our collaborative and inclusive school culture.
The successful applicant will be supported to thrive and grow through strong collegial relationships, collaborative professional learning teams and ongoing professional development opportunities. This position is ideal for a reflective practitioner who is eager to strengthen their professional capacity, embrace innovation and make a meaningful contribution to student learning and wellbeing.