Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Classroom Teacher - Range 2
Occupation: Health and allied health
Location: Melbourne - Northern suburbs
Reference: 1546352
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and 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 high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Preston South Primary School is a thriving inner suburban school on a small site with 459 students enrolled for 2027. The school is situated in Hotham Street, Preston, and was first opened in 1866. The original school building is still in use, although recently refurbished, and there are two new buildings; one serves as an administration/reception area and the other is a multi-purpose facility. The school sits in a central location, on a quiet residential street. The school has a number of playground areas with age-appropriate play equipment for both active and passive activities and there are areas of shade and asphalt that provide for active play. The school is 9km from the central Melbourne business district, on the boundary of Thornbury and is close to train and tram transport. In recent years, the suburb has undergone a major change in the demographic population. The proximity to the CBD and major transportation has resulted in many new residential buildings, including public and private housing, new apartment buildings, industries and businesses. Preston is a bustling multicultural area, a blend of long-term residents and newcomers. Preston South students come from diverse socio-economic and cultural backgrounds; twenty-two different nationalities are currently represented. The current SFO (0.21 in 2024) indicates a low to mid socio-economic demographic with a high proportion of students with a language background other than English (EAL) and with a small number of Koorie students. A small but well supported Program for Students with Disabilities (PSD) operates. The school embraces diversity and a strong emphasis is placed on the values of tolerance, acceptance of difference and appreciation of all cultures. The school community acknowledges the ever-changing socio-economic demographic in the area and will continue to meet the needs of all learners. The school differentiates the curriculum for all students and has a number of high achieving students at all year levels. Families are attracted to the small school and class sizes and are actively seeking a more personalised approach to their children¿s education.