Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1501100
SC1. Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.
SC2. Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for all students, including those who are Deaf or Hard of Hearing (DHH).
SC3. Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.
SC4. Demonstrate high level written and verbal skills and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.
SC5. Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.
SC6. Demonstrate a high-level ability to articulate learning strategies to support Deaf or Hard of Hearing (DHH) students.
Please note: the written response for each of the key selection criteria above should be no more than one A4 page each.
The Teacher of the Deaf is a valued member of the Learning Enhancement Team, providing specialised expertise to support deaf and hard-of-hearing students while contributing to the learning growth of all students. This role involves working collaboratively with classroom teachers to adapt curriculum, develop and implement Individual Education Plans (IEPs), and deliver targeted interventions that promote access and engagement. The Teacher of the Deaf also supports whole-school professional learning, fosters inclusive classroom practices, and builds strong partnerships with families to ensure every child is known, supported, and able to thrive.
Specialised Support for Deaf Students:
Collaborating on Individual Education Plans (IEPs):
Collaborative Teamwork in Learning Enhancement:
Assessment and Progress Monitoring:
Family Engagement:
Qualifications and Skills:
Knowledge of Auslan is highly desirable but not essential
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.
SCHOOL OVERVIEW
Brighton Primary School, established in 1875, is located in the bayside suburb of Brighton, 12 kilometres from Melbourne¿s CBD. With deep generational ties, our school is strongly supported by the School Council and parent community.
The school caters for approximately 550 students across 24¿26 classes, including 18¿20 students with moderate to profound hearing loss enrolled in our regional Deaf Facility. Our inclusive culture ensures all students learn in an environment of shared responsibility and collaboration.
Facilities include purpose-built specialist learning spaces for Science, Music, Art, Physical Education, and Performing Arts, alongside a modern library and collaborative learning spaces. Our spacious grounds feature landscaped play areas, adventure playgrounds, fitness circuits, and a student-designed Wonder Garden, reflecting the school community¿s strong investment in our facilities
OUR MISSION & VISIONAt Brighton Primary School, our reputation rests on honouring our history, focusing on the present, and preparing for the future. The growth of our children is at the heart of our community. By nurturing the whole child¿academically, socially, emotionally, and physically¿we foster a sense of belonging and achievement through meaningful relationships and rich learning experiences.
Our vision is to build a community of active learners who can meet the challenges of a rapidly changing world and become responsible global citizens. Brighton Primary School develops the attributes of the IB learner profile while ensuring all students acquire deep knowledge and strong foundational skills.
We value our colleagues as reflective educators who embrace evidence-based practice, who are open to new ideas, and who are committed to preparing students as critical thinkers and lifelong learners.
OUR APPROACH TO TEACHING AND LEARNINGAt Brighton Primary School, explicit teaching is central to our practice. Approximately 80% of instructional time is dedicated to structured, evidence-based teaching that builds strong foundational knowledge and skills across literacy, numeracy, and other curriculum areas. This approach ensures students master essential content and can apply their learning with confidence.
In addition, around 20% of learning time is dedicated to guided inquiry, where students apply and extend their knowledge in meaningful contexts. As an IB Primary Years Program (PYP) school, our approach blends the strengths of explicit instruction with the opportunities for guided inquiry to ensure all students thrive. Through inquiry, they explore concepts, ask questions, and develop higher-order thinking skills, fostering curiosity, creativity, and deep understanding.
Our unique blend of explicit instruction and guided inquiry provides a powerful balance: students gain the solid knowledge base they need while developing the independence, problem-solving abilities, and global outlook that prepare them for the future.