Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Gippsland - Baw Baw
Reference: 1548007
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 high impact teaching strategies, 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.
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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Trafalgar Primary School is a vibrant, inclusive, and community-oriented school located in regional Victoria, approximately 120 kilometres east of Melbourne. Nestled at the foothills of the Strzelecki Ranges, the school serves the township of Trafalgar; one of the fastest growing areas in the state. The school¿s vision- Together, empowering learners to follow their passion and make powerful contributions to the lives of others- is lived through a strong commitment to fostering an inclusive and supportive learning environment. This is anchored by the school¿s values: Be Safe, Be Respectful, Be a Learner, which underpin its Behaviour Curriculum and approach to student management.
Trafalgar Primary School employs a dedicated and diverse team of 47 staff, including teachers, learning specialists, tutors, and Education Support staff. The school offers specialist programs in Music, Visual Arts, Health and Physical Education, STEM (Science, Technology, Engineering and Maths) and Performing Arts. A broad range of sporting opportunities ensures students remain active and engaged, including annual swimming lessons and exposure to both mainstream and emerging sports.
Trafalgar Primary forms part of a dynamic education precinct, alongside the co-located Early Learning Centre and High School. This supports strong transition pathways and cross-campus collaboration.
At Trafalgar Primary School, our Teaching and Learning approach is grounded in the Science of Learning and designed to ensure every student experiences high-quality, evidence-based instruction, every day, in every classroom. We are committed to a low-variance, highly coherent instructional model that provides clarity for teachers and a predictable, supportive learning environment for students.
Central to our practice is Explicit Direct Instruction (EDI). Teachers systematically present new content in small, manageable steps, modelling the learning, checking for understanding, and providing guided and independent practice. EDI ensures that core knowledge is taught clearly, misconceptions are identified early, and all students have the opportunity to succeed, regardless of their starting point.
Our curriculum is intentionally Knowledge-Rich, ensuring that students build deep, connected, and culturally relevant understanding across all learning areas. Knowledge is sequenced deliberately across year levels so that students develop strong background knowledge, vocabulary, and conceptual understanding.
In Literacy, we deliver a Systematic Synthetic Phonics program grounded in the Orton-Gillingham approach, which provides structured, cumulative, multisensory instruction in phonics, morphology, and spelling. This ensures that all students develop essential decoding and encoding skills, supporting fluent reading and writing. Our approach aligns fully with the Department of Education¿s position on the teaching of reading and the broader body of research on effective early literacy instruction.
Together, these elements form a cohesive and highly effective Teaching and Learning approach that reflects the Science of Learning: explicit instruction, cumulative practice, spaced review, and the deliberate building of knowledge over time. Through this model, Trafalgar Primary School is ensuring that all students are safe, respectful, and engaged learners who can thrive academically and beyond.