Classroom Teacher

Job type: Full time / From 28/01/2025 - 20/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1448565
Job posted: 01/11/2024
Closes: 14/11/2024
Occupation: Teacher
Classification: Classroom Teacher
Job duration: From 28/01/2025 - 20/12/2025
Contact: Travis Eddy | 03 5443 2011
Reference: 1448565
Occupation: Teacher
Salary Range: Salary not specified
Selection Criteria 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.
Role 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.
Responsibilities The role of classroom teacher may include but is not limited to:
Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. Who May Apply 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.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe Standards 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:
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:
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile Kennington Primary School - Our Vision At Kennington Primary School, we strive for educational excellence, promote lifelong learning, and prepare students for their role in the local and global community.
Our Values Respect Treating everybody and everything with consideration and courtesy.
It means looking after myself, others, and the environment.


Resilience The ability to manage my emotions and bounce back from an experience that may not have turned out the way I expected.


Personal Best Always aiming high and being the best, I can.
It means being optimistic: that I will be successful in the end.


School Profile Kennington Primary School is built on an undulating 12.1 hectares, situated in Strathdale, a South-eastern suburb of Bendigo and in close proximity to native forests. The Victorian State Government purchased the site in 1991 and, after refurbishment, Kennington Primary School relocated to the site in 1995. The history of the school dates back one hundred years with several different sites occupied during this time.
After a time of significant growth, the school enrolment has stabilised with enrolment over the last three years ranging between 600 and 660. The school is committed to providing each student with the highest possible quality of education by effectively using the resources available. As a learning community, Kennington Primary School understands that a close relationship between parents and school enriches a student¿s academic and social development. 
Together the Principal, Two Assistant Principals, Four Learning Specialists and Two Leading Teachers form a Leadership Team whose responsibility it is to provide overall school co-ordination and strategic planning. Kennington Primary School structures itself around nine Professional Learning Communities where teachers work together to analyse student data to support shared teaching and learning. Staff Professional Learning is recognised as a high priority and is facilitated through all levels of the school.
Kennington Primary School has a commitment to inclusive education where we aim to create a safe and inclusive school environment for all students. 
Kennington Primary School has a diverse enrolment that reflects the current population of Greater Bendigo. Students are always at the centre of decision-making and to support this an active School Council operates along with an active Parent and Friends¿ Association.
The school demonstrates a commitment to the development of Literacy and Numeracy skills within the Victorian Curriculum as well as a broad exposure to the range of learning areas. Students participate in specialist programs that include Visual and Performing Arts, Physical Education and LOTE (Auslan). Students are provided with the opportunity to participate in school choirs, private instrumental music instruction, a camp¿s program, and an annual musical production. There are also a range of programs and activities of a sporting and cultural nature to further broaden and enrich the school curriculum for all students.
Full time / From 28/01/2025 - 20/12/2025
Job classification:Classroom Teacher
Contact:Travis Eddy | 03 5443 2011
To apply for this role, you will be redirected to the Schools (Government) job application system.

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