Classroom Teacher

Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1438364
Location ProfileBalwyn Primary is a school with over 600 students situated in the leafy eastern suburbs of Melbourne. Opened in 1869, Balwyn PS is one of the oldest public schools in Victoria, well-maintained with 25 classrooms, purpose-built art room, music rooms, library, hall, health centre and administration area. Spaces catering for the junior students include expansive play areas, multiple playgrounds, asphalt games and two sandpits with senior students enjoying a dedicated playground. The recreational spaces also include a custom-built and sheltered amphitheatre, basketball, four-square and netball courts, soccer area, synthetic oval and running track.
The Principal Class team consists of a Principal and two Assistant Principals. They are supported by a Business Manager, Office Manager and Office Administration staff member. The staffing profile includes Classroom and Specialist Teachers, Leading Teachers and Learning Specialists, a School Nurse, a Library staff member, and team of Education Support staff.
The school curriculum is rooted in the belief that learning is developmental, and a multi-age structure provides greater opportunities for individual growth and achievement. In 2024, our school has 25 classes in the following configuration: Prep, Year 1/2, Year 3/4 and Year 5/6. Specialists include Music, LOTE, Art and PE with Digital Learning classes held weekly. The guiding principle is to provide educational excellence through vibrant teaching and stimulating learning programs.
Balwyn Primary School strives for and achieves excellence in teaching and learning and caters for the individual requirements of students and teach the whole child. The school provides a high-quality education through a relevant and dynamic curriculum and encourages students to become life-long learners. In 2024 the school introduced the School Wide Positive Behaviour Support (SWPBS) building a holistic approach to wellbeing and engagement in the school.
Professional growth and building staff capacity is ingrained in our culture with Professional learning communities, staff coaching and mentoring, peer learning visits and walks, a strong induction, professional learning aligned with the Annual Implementation Plan (AIP) goals and staff Performance Development Plan (PDP) growth areas.
Balwyn PS has a low Student Family Occupation and Education (SFOE) Index of 0.0893 and has a community of great cultural diversity, with more than 30 Language Backgrounds Other than English represented. The number of students grows during the year, with many students transferring into the area from other Victorian schools, interstate and overseas.
The curriculum is delivered in an integrated manner. ICT is used extensively by all students as a tool to enhance learning. All classrooms are equipped with a wide range of interactive and digital resources which are competently used by staff and students.
The school's popular Instrumental Music Program provides the opportunity for tuition in orchestral instruments, piano and guitar, and also encourages participation in numerous instrumental ensembles, and choirs. Individual and group performances in the Arts are fostered in the form of Musicals, Dance Dramas, ensemble and choral concerts.
Parents are an integral part of the school's educational program, supporting their children, participating in areas of the curriculum including classroom helpers, maintenance of facilities, and fundraising activities. The school has an active PFTA and the community benefits from the experience of parents and links with local community.
Selection CriteriaSC1 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.
RoleThe 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.
ResponsibilitiesThe 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 ApplyTeachers 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.
Child Safe StandardsVictorian 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.

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