Classroom Teacher

Job Description Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2026


Organisation: Schools (Government)

Salary: Salary not specified


Occupation: Teacher

Reference: 1439697


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 Commitment 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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values 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
Conditions of Employment All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx VIT LANTITE 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 At Seaford Park Primary School, our vision is to cultivate a nurturing and vibrant community where every child feels valued, safe and inspired to achieve their personal best. By putting the learner at the centre, we are committed to creating an inclusive environment that celebrates diversity and fosters respect, ensuring that every student has the opportunity to thrive academically, socially and emotionally. Through encouraging curiosity, empathy and resilience, our focus on the social nature of learningprepares students for meaningful and compassionate participation in a diverse world beyond the school gates.
Seaford Park Primary School is nestled amongst a residential area and green wedge between the Peninsula Link to the west and Frankston-Dandenong Road to the east. We have 176 students enrolled and a Student Family Education Occupation and Education Index of 0.4979.
The 2024 Annual Implementation Plan has a focus on improving student outcomes in Mathematics through the embedding of Professional Learning Communities and on wellbeing through embedding School-Wide Positive Behaviour Supports (SWPBS) and Resilience, Rights and Respectful Relationships. We continually aim to encourage high self- and collective-efficacy amongst our staff and students and through embedding a culture of school-wide positive behaviours, students understand their rights and responsibilities in contributing to the school community. A Response-to-Intervention approach underpins both teaching and wellbeing as our dedicated team of teachers and education support staff work collaboratively with families to create an environment that is inclusive of all learners, catering to individual student learning needs through personalised adjustments. Whilst Tier 1 practices are continually improved through ongoing staff professional learning and collaborative practices in Professional Learning Communities, both Tier 2 and Tier 3 supports are strategically structured to support students at the school in both small-group and individual experiences.
The class structure for the 2025 school year will include 8 grades ¿ 3 Juniors (1 Prep and 2 Year 1/2 composite grades) and 5 Seniors (2 composite Year 3/4 grades and 3 composite 5/6 grades). Staffing consists of a Principal, Assistant Principal, 2 Learning Specialists (English and Wellbeing & Engagement), 8 full-time and 2 part-time teaching staff, 8 integration aides, a full-time business manager and a part-time administration ES. We have two teachers who have participated in the Primary Maths and Science Specialist initiative (PMSS) and one who has participated in the DE Master of Inclusive Education program through completing the Master of Applied Behaviour Analysis and is now a Board Certified Behaviour Analyst. We have a learning specialist with responsibility for Literacy who is currently focusing on building our teaching approaches in relation to synthetic phonics through a Multisensory Structured Language approach (MSL) and the implementation of The Writing Revolution.
The school building was completed in 2018 with all learning areas flowing from a spacious, central, community atrium. The learning environments in the main building have been purpose built to support teachers to work in a collaborative fashion in order to best meet the needs of our students. Two wings each hold four defined spaces, one of which is designed as a breakout space including wet area and storage. Student bathrooms, staff office space and a meeting room are incorporated into the design of each wing. The school also utilises a Mod 5 classroom, where our most senior students learn. Our BER building contains a purpose-built Art room and a multipurpose space used for Music, PE and our outside school hours care program (TeamKids).
Teachers at Seaford Park Primary School value their work in professional learning communities. Staff have collective responsibility for all our students, who are valued as individuals. Our goal is that they take part in learning tasks that are carefully targeted at their point of need. This is achieved through two whole-school daily enhancement sessions: one English and one Mathematics. At these times, all teaching staff (including specialists and Principal class) support the targeted teaching approaches in use, regardless of their role. Students will participate weekly in Performing Arts, Visual Arts, Physical Education and Auslan. We run a range of lunchtime clubs for the students, which includes Mindfulness, Art & Crafts, Dance, Gardening, STEM, Play and Choir.
We have close links with local kindergartens and provide a Preschool to Foundation transition program to welcome and prepare students for their primary school life. The school develops partnerships with a range of organisations and businesses. Our positive partnership with the Ardoch Foundation provides us with volunteers and program support. Our school prides itself on a strong sense of community. Working collaboratively with families and external agencies, together, we aim to empower our students to become caring, responsible and engaged citizens who are lifelong learners. Seaford Park Primary School is where every child¿s potential is recognised, nurtured and celebrated, creating a legacy of achievement and community spirit.
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.


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