Classroom Teacher

Location: Western Region | Bacchus Marsh
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1453499
Location ProfilePentland Primary School opened in 1993. We are a growing school with a current enrolment of 489 students. Pentland is situated on the northern edge of Bacchus Marsh and lies at the base of the Pentland Hills. We are on approximately 10 acres of land, comprising of a mod grass oval/running track, undercover basketball/netball court, playgrounds, landscaped garden areas and an orchard which we are continually improving and developing.
At present our school consists of 22 classrooms as well as art, STEAM, library, and music rooms. We have a food technology room and gymnasium. All classrooms and specialist areas are heated and air-conditioned.
The Bacchus Marsh Township has experienced significant growth during the past 5 years. New housing developments and steady construction have resulted in increased enrolments for our school. The age and profile of the staff have been significantly influenced. Pentland Primary School is led by our Principal and 3 Assistant Principals and employs approximately 40 staff. We have a combination of recently graduated and experienced staff who are friendly, approachable, diverse and committed to achieving the best outcomes for all our students.
Pentland Primary School is very inclusive; our school community embraces all students and families. Diversity exists in the parent occupation and skills of our community. We currently have a Student Family Occupation index rating of 0.425. School Council and the school leadership team have worked strategically to support families through targeted use of our equity funding. We operate a breakfast club 5 days per week. The welfare of the school community is an important value, in addition to an emphasis on ensuring all students feel safe and happy at school. This will continue to be a pivotal focus for us moving forward.
Pentland provides education programs that are relevant and of high quality with an emphasis on the use of technology across the curriculum. The school has adopted an integrated approach to planning and delivery of the curriculum. The school provides comprehensive programs across the Victorian Curriculum. Specialist classes include Visual Arts, Music, Physical Education, ICT, LOTE (Chinese) and Library. STEAM is in its initial stages, with exciting things planned for the future. Student intervention, support and extension programs are areas we also focus on, implementing Quick Smart Maths, Getting Ready In Numeracy, Multi Lit, Mini Lit, Pre Lit, STAP, Advanced Writing and Advanced Maths programs into our school with great success. The Early Years and Information Technology programs will continue to be pivotal to our schools curriculum delivery.
The implementation of the Victorian Curriculum will remain a priority in building the capacity of our professional learning team. The E5 teaching and workshop models has remained a priority and a focus for the continual improvement of teaching and program delivery. Staff are supported by literacy, numeracy and inclusion coaching.
Pentland Primary school offers a wide range of opportunities for its students including a comprehensive camping and excursion program, bike education, swimming program, choir, involvement in sporting teams and local competition. We also have a Junior School Council, encouraging student voice.
A close partnership exists between the Bacchus Marsh College and Pentland Primary School. We are actively involved in a Community of Practice based around reading. We are also the partnering school for the Darley Early Years Hub located next door.
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. It is our policy to provide reasonable adjustments for persons with a disability.
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.
Conditions of EmploymentAll 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.VIT LANTITETo 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.

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