Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Loddon Mallee - Macedon Ranges
Reference: 1504148
Malmsbury Primary School is located 95km North West of Melbourne, 10 km North West of Kyneton and around 70km south east of Bendigo. Many of our parents choose to drive from neighbouring towns to enable their children to attend Malmsbury PS. Our school has excellent facilities. We have a school owned art building, a classroom building with four learning spaces, a music room and an original bluestone building that houses our staffroom, office, library and staff resource room. We also host Malmsbury Playgroup which meets on Monday mornings. We offer an Outside of School Hours service which is run by two part-time carers from Monday to Friday from 3:30pm-6:00pm. Our extensive playground includes an artificial soccer pitch, basketball court, oval, covered play equipment and sandpit.
In 2025,our school has 70 students in 4 classrooms- Prep, Grade 1/2, Grade 3/4, and Grade 5/6. We offer specialist areas of Physical Education, Japanese/Auslan, Visual Arts and Performing Arts. Our school has 8.5 equivalent full-time staff comprised of: 1.0 Principal, 4.2 classroom teachers, 0.2 Tutor, 0;2 Disability and Inclusion Co-ordinator, 0.5 Mental Health and Wellbeing Leader, 0.4 Social Worker, 0.8 specialist teachers, 0.6 Business Manager, and 2.7 Education Support Staff.
Our weekly staff meetings are based around professional learning, using student data to cater to student learning needs and the sharing of effective teaching and learning strategies. We work closely with our student's families/carers to help their children achieve their best. Creating a safe, supportive learning environment where children are challenged and supported to be their best is our priority.
Malmsbury Primary School is dedicated to inspiring young people to become passionate participants in their future and good citizens in their community.
We encourage leadership and personal growth through a range of classroom, community, creative and environmental learning opportunities.
Our school community sets high expectations, academically and behaviourally, to enable our students to develop as adaptable, inquiring, creative, courageous and environmentally aware individuals who respect and celebrate differences in others.
Our school values of Respect, Responsibility, and Community are an important part of our school culture and are reinforced and 'lived' by students, staff and parents. Students who uphold our school values, show initiative in being a positive school member, lift us all up with their enthusiasm, support and positive attitude can be nominated to receive a #teammalmsbury t-shirt. We are on the SWPBS journey and use our Behaviour Matrix to help identify and support positive behaviours across the school.
Malmsbury Primary School believes everyone has the right to feel safe, happy and be able to embrace and nurture a culture of wellbeing as they strive to be the best they can be.
Our parents are involved in our school in a variety of ways. They help in our classrooms, on School House activity and sport days, gardening with students in the vegie garden and running a variety of fundraisers to support our school. We have also just begun implementing the Stephanie Alexander Kitchen Garden Program which is well supported by our families.
SC1 Demonstrated knowledge of the relevant music and performing arts 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.