Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Hume - Wangaratta
Reference: 1500589
SC1 Demonstrated knowledge of the relevant 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
In addition to addressing the Department of Education and Training (Victoria) standard selection criteria, applicants are asked to share their experience and interest in teaching music and science within a primary classroom. This role involves planning and delivering engaging lessons aligned with the Victorian Curriculum 2.0, while also contributing to related school projects. We're looking for someone who can inspire creativity and curiosity in students, and who can meaningfully incorporate sustainability into learning¿helping students understand their connection to the world around them and the impact they can have. A willingness to get involved in whole-school programs and work closely with colleagues to support the best outcomes of all students is essential.
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.
Celebrating 150 Years of Learning, Playing and Growing in the King Valley
Nestled in the heart of the beautiful King Valley, Whitfield District Primary School (WDPS) is a small, vibrant with a big heart and rich history. Since opening in 1875, WDPS has been a cornerstone of the local community, a place where generations of families have come to learn, grow and connect. In 2025, we¿re celebrating 150 years of learning ¿ a remarkable journey that continues to shape and inspire our school community.
We currently have 34 students enrolled from Foundation to Grade 6. Our size is our strength ¿ allowing us to deeply know and support every learner.
Our Vision
At Whitfield District Primary School, our vision is to empower students to learn, achieve and become active, informed citizens with a passion for lifelong learning. Through rich, meaningful educational experiences, our students will have the knowledge, skills and dispositions to live sustainably and shape the world around them.
Our vision is anchored in three core values:
Respect
We care for ourselves, others and our environment.
Empathy
We value diversity, practise kindness and support each other.
Curiosity
We explore, question and embrace challenges with a growth mindset.
Learning Through Sustainability
Sustainability is embedded in everything we do ¿ from our curriculum to our daily routines. Our students are not just learners; they are junior Landcarers, animal carers, gardeners and changemakers. Through hands-on programs such as Social Enterprise Schools and the Stephanie Alexander Kitchen Garden (SAKG), students grow, harvest, cook and share food from our thriving garden. They care for chickens, goats, guinea pigs and our shaggy school dog, building empathy, responsibility and a strong connection to the natural world. We proudly partner with local Landcare and the King Valley Food Hub, enabling students to participate in real-world environmental projects that give back to the community and develop lifelong stewardship.
Wellbeing and Inclusion
We believe every child deserves to feel safe, supported and celebrated. Wellbeing is central to our work, and we create a warm, inclusive culture where students can be their authentic selves. We implement the School Wide Positive Behaviour Support (SWPBS) framework alongside programs such as:
¿ Rights, Resilience and Respectful Relationships (RRRR)
¿ The Stand-Up Project (SUP), and
¿ My Future Academy
Our teaching is grounded in evidence-based, inclusive practices that support the unique learning journey of every student.
Inspiring Learning
Our dynamic and responsive curriculum aligns with the Victorian Curriculum 2.0, offering strong foundations in:
¿ English (including daily structured synthetic phonics ¿ PLD from Foundation to Year 6)
¿ Mathematics
¿ Science
¿ Humanities
¿ Critical and creative thinking
¿ Ethical and intercultural understanding
We embrace innovation through:
¿ Performing Arts (delivered through the Music in Schools initiative)
¿ Science (delivered virtually through The Discovery Centre)
¿ Spanish (delivered virtually by teachers in Columbia through MEG Languages), and
¿ Visual Arts and Library (via the MACC and MARC mobile services)
We also build student agency and leadership through:
¿ Student-led enterprise and sustainability projects
¿ Cluster sports, camps and cultural events
¿ Formal and informal leadership opportunities (like the SUP and Buddies)
Our students are active participants in their learning and community, building confidence and connection.
Community and Partnerships
We value the strength of community and are proud of the deep, respectful relationships we hold with families, local organisations, and King Valley Cluster schools. These partnerships allow us to extend learning beyond the classroom and foster a broader sense of belonging.
Cluster activities include:
¿ Sporting events like Personal Best Athletics
¿ Camps, excursions and cultural days
¿ Shared teaching and learning initiatives
We¿re also thrilled to welcome our Early Years team to their new home on our site, developed under the Kindergartens on School Sites Project. This exciting addition supports strong transitions and enriches connections between students, staff and families across the early learning journey.
Our Team
Our committed team works in close collaboration to create a nurturing, inclusive and innovative learning environment. In 2025, our staff includes:
¿ A full-time teaching principal (Mental Health, Disability Inclusion and Wellbeing Leader)
¿ Two classroom teachers
¿ Three education support staff (2.6 EFT)
¿ Business manager (0.6 EFT)
¿ OSHC Coordinator and Sustainability Leader (1.0 EFT)
¿ Part-time technician (0.1 EFT)
We believe education is a shared journey between school and home. Parents and carers are encouraged to actively participate in school life ¿ from volunteering in the kitchen garden to supporting events and learning experiences.
As we look to the future, our mission remains clear: To nurture young people who are curious, capable and connected ¿ to themselves, their community and their world.
At Whitfield District Primary School, we celebrate the joy of learning, the strength of community and the power of children to lead change.