Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Barwon South West - Southern Grampians
Reference: 1520240
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.
This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
George Street Primary School is built on a strong culture of lnclusivity, with our students
thriving under Explicit teaching of school routines and learning content set by our dedicated teachers and staff. Our
student-centred approach means that every student's learning needs and goals are the motivation for
our daily practice.
At George Street, we strive to develop students' sense of confidence while simultaneously fostering
a sense o belonging through our organisational routines and firm but fair approach. The school has
a focus on learners doing and being their best through implementing a culture of community and
growth. This is done through consultation with parents/ carers and additional experts to support
the implementation of student specific Individual Education Plans through Student Support Group
meetings, specialists and the Disability Inclusion team where necessary.
The school currently has a high support high growth approach with educational support staff in
every classroom, multiple intervention programs such as the Secret Agent Society, Rhythm to
Recovery, the Nurture Program, Standing Tall mentoring as well as a highly structured approach to
literacy learning. All students participate in a specific literacy program, tailored to their point
of need through Little Learners Love Literacy, Phonics Plus or Spelling Mastery.
The 2026 school staffing structure has been designed to include the Principal, a Leading Teacher in
School Climate and Pedagogy, 3 classroom teachers, 2 specialist teachers, a Wellbeing Officer, and
multiple Educational Support Staff. With 2026 enrolment of 67 students, the staffing profile in
place supports all students and enables the school to participate in a range of best practice
programs and initiatives.
The Professional Learning Plan is guided by the School Strategic Plan and outlines the staff
participations in School Wide Positive Behaviours, Literacy and Numeracy Communities of Practice,
Berry Street Training, PIT (protective intervention program), Managing challenging behaviours,
Deescalation learning, Nurture International training, PLC development and professional learning
from specialist consultative in selected areas. Developing staff and capacity is a core focus of
the leadership team, with all staff being supported on their professional growth journey.
The school facilities include a teaching kitchen, synthetic basketball court, full size AFL oval,
various play spaces, a Library Resource Centre, dedicated intervention space, substantial ICT, and
a dedicated professional learning space has been newly established.