Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1541066
SC1 Demonstrated strong knowledge of the Science of Reading and evidence-informed mathematics instruction, including how students learn to read, write and develop mathematical proficiency.
SC2 Demonstrated understanding and experience implementing an MTSS model, including effective Tier 2 and Tier 3 literacy and numeracy interventions.
SC3 Demonstrated expertise in screening, assessment and progress monitoring, including using student data to identify needs, monitor growth and evaluate response to intervention.
SC4 Demonstrated capacity to design, implement and evaluate explicit, systematic and evidence-informed interventions such as Orton-Gillingham that are aligned with identified student needs and Tier 1 instruction.
SC5 Demonstrated capacity to lead and develop a collaborative MTSS team, including teachers and Education Support staff, and build staff capability to improve student outcomes.
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:
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.
Welcome to Dandenong West Primary School
At Dandenong West Primary School (DWPS), we are committed to equity and excellence for all students. We believe that all students can learn, and that teachers and education support staff make the difference. Our school supports students to reach their full potential through high-quality teaching, strong community partnerships, and a relentless focus on continuous improvement.
We recognise that student learning does not happen in isolation. Success is built through a partnership between school, families and the wider community. Our programs are designed to enhance student learning while also supporting families through access to services, community connections and engagement opportunities.
Our Core Beliefs
Three core beliefs underpin our work at Dandenong West Primary School:
All Students Can Learn
We believe every student is capable of growth and achievement. Regardless of background, language, ability or previous experiences, all students deserve access to high-quality teaching and learning opportunities.
Teachers and ES Staff Make the Difference
We believe the quality of teaching, support and relationships provided by staff has the greatest impact on student outcomes. Through evidence-informed practice, collaboration and continuous improvement, we can positively influence the lives of our students.
We Assume Positive Intent
We believe students, families and staff generally want to do well and be successful. By approaching challenges with curiosity, empathy and understanding, we build stronger relationships and create a more supportive school community.
These beliefs guide our decision-making, shape our culture and influence every interaction across our school.
Evidence-Informed Teaching and Learning
At DWPS, we have a clear Tier 1 approach to teaching and learning, underpinned by Explicit Direct Instruction (EDI), the Science of Learning and the Science of Reading.
Every student receives structured, high-impact instruction through:
To ensure every student receives the support they need, we also implement a Response to Intervention (RTI) framework, providing targeted Tier 2 and Tier 3 supports in literacy, numeracy and wellbeing.
A Diverse and Inclusive Community
DWPS proudly serves a culturally diverse community, with many families newly arrived in Australia. We celebrate diversity and are committed to creating an inclusive environment where every student and family feels welcomed, valued and supported.
As part of our commitment to continuous improvement, Dandenong West Primary School works in partnership with Chelsea Heights Primary School and Chelsea Primary School through a Multi-School Organisation (MSO). This collaboration enables schools to share expertise, develop staff capability, strengthen instructional practices and improve outcomes for students across all three schools.
Building a Positive School Culture
To ensure every student is safe, supported and ready to learn, we implement:
Our school values are captured through our "We Show HEART" framework, which promotes being:
At DWPS, we are relentless in our pursuit of excellence, ensuring every child thrives in an engaging, inclusive and high-quality learning environment.