Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1488248
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement evidence-based teaching practises, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 ¿ Demonstrated capacity to effectively implement the Department of Education¿s VTLM 2.0 framework, with a particular focus on the mandated explicit teaching and systematic phonics approach. Demonstrated ability to integrate these into practice to maximise student learning outcomes in literacy and across the curriculum.
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Eligibility for incentive payments:
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
Chelsea Primary School ¿ 2025 School Profile
Overview
Chelsea Primary School is a thriving and inclusive government school located in the established bayside suburb of Chelsea in southern Melbourne. We currently have 365 students enrolled across 17 grades, with enrolment projections indicating steady growth in the coming years. By 2026, we will expand to 19 grades and over 400 students in response to strong community demand and increased interest in our evidence-based programs.
Established in 1912, our beautiful two-storey heritage redbrick building sits alongside a modern suite of facilities, including specialist art, music, and multipurpose buildings, a BER flexible learning space, and vibrant outdoor play areas. Our extensive shaded play areas, and updated infrastructure provide a welcoming and engaging environment for students. Conveniently located near Chelsea Station, the shopping centre, Town Hall, Library and Bicentennial Park, our school is at the heart of our local community.
Our Approach: The Science of Learning
We know that school attendance alone does not guarantee academic success. What matters is how children are taught. Our teaching is anchored in the Science of Learning¿drawing on decades of cognitive science research to guide how we teach and how students learn best.
At Chelsea, our focus is on empowering teachers with the knowledge and tools to understand brain development, memory, and student learning processes. We are committed to evidence-based instruction that maximises outcomes for all learners.
Explicit Instruction at Chelsea
Learning at Chelsea starts early and with purpose. In the junior years, we implement Explicit Direct Instruction (EDI) to build strong foundations in literacy and numeracy. This structured, systematic approach ensures all students master core content before moving on.
As students progress through the middle and senior years, we build on explicit teaching with a carefully sequenced, knowledge-rich curriculum. These units are integrated into our English program and also taught as standalone subjects, ensuring students develop the deep background knowledge and skills they need for critical thinking and complex problem-solving.
Students also participate in a rich specialist program that includes Visual Arts, Performing Arts (Music), STEM, Physical Education, and Korean.
Wellbeing at Chelsea Primary School
Chelsea Primary School¿s social education program is one of our greatest strengths. We are committed to developing the whole child ¿ fostering not only academic achievement but also resilience, strong character, and emotional intelligence. Our staff draw on decades of expertise in child development, shaped by their classroom practice, parenting experience, and leadership within sporting, cultural, and community contexts.
We implement the Department of Education¿s School-Wide Positive Behaviour Support (SWPBS) framework, underpinned by evidence-informed strategies that promote structured, safe, and inclusive learning environments.
Our classroom practices are guided by the Positive Classroom Management Strategies (PCMS) ¿ eight targeted, research-based strategies proven to maintain positive behaviour and minimise disruptions. These strategies are supported by practical visual tools (placemats) that break down each step into clear, actionable guidance.
You can view and download the PCMS placemats here: https://www2.education.vic.gov.au/pal/behaviour-students/resources
Our wellbeing approach includes:
- A dedicated full-time SWPBS leader.
- Consistent behavioural expectations and routines across all year levels.
- Leadership opportunities such as Peer Mediators, Student Voice representatives, and the Green Team.
- A strong focus on inclusive practices and trauma-informed care.
Our students live and learn by our core values of Respect, Responsibility, Resilience, and Relationships ¿ values that underpin every aspect of school life.
Staff Excellence & School Culture
We are proud of our dedicated team of over 60 staff¿a significant growth from 25 in 2019. This includes teachers, education support staff, wellbeing specialists, and leadership personnel who work in tight collaboration to create a calm, orderly and high-performing learning environment.
Our school is united around consistent routines, shared expectations, and a belief that every child can succeed. Regular instructional coaching, walkthroughs, and professional learning support continuous improvement across all classrooms.
Chelsea Primary School is a high-expectation, high-support environment where academic achievement and wellbeing go hand in hand.