Classroom Teacher

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.
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, their 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 2Range 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 1The 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.
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 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.
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.
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.
Location ProfileLindenow South Primary School is a small rural caring community school located approximately 25 kilometres west of the rural city of Bairnsdale. The school is nestled amongst the picturesque market-garden landscape of Lindenow South.
What sets this school apart is the small class sizes allowing for individualised learning and teaching plans. The current school enrolment (2024) consists of 13 students and 8 staff.
Students are drawn from both the local community of Lindenow South and surrounding districts including Bairnsdale, Iguana Creek, Holland's Landing, Raymond Island and Stratford.
The expansive school grounds feature an oval, tennis courts, two playgrounds and a kitchen garden. The "Playground to Plate" program involves students caring for and maintaining the vegetable garden and orchard weekly and using garden harvest to prepare and cook meals in the new purpose-built kitchen fortnightly.
The playgrounds sit amongst established trees and landscaped gardens and feature slides, climbing frames, monkey bars, cubby house, sand pit, Giants Chess, four square and hopscotch courts, a boat and several undercover seated areas.
The school has a strong commitment to ICT (Information and Communication Technology) programs and resources. Each child is supplied with their own iPad and laptop for school, and each classroom is equipped with smartboards and programs to support the learning and teaching of Coding and Robotics from Foundation to Grade 6.
The school delivers the curriculum through music LOTE (French), HASS (humanities and social sciences), STEM (science, technology, engineering and mathematics), art, science, horticulture, robotics, Indigenous perspectives, English and Mathematics.
All students are provided with one-on-one reading lessons four days a week with education support staff, until they reach independent reading and comprehension levels. Students' additional learning needs are also catered for with the provision of one full-time and two part-time education support staff, who are familiar with addressing a diverse range of needs including but not limited to- ASD, ADD, ADHD, ODD, PDA, anxiety, dyslexia and physical disabilities.
The school has a strong culture of inclusion with very high expectations for appropriate social conduct and problem resolution. There is a zero tolerance for bullying or other anti-social behaviour by students within school or outside in the community.
At Lindenow South Primary School, we aim to meet the challenge of specific educational goals for students as well as developing resilient, independent and socially adept young children. We aim to foster:
sound academicsself-discipline and self-worthrespect for otherscooperative learning and living skillsOur dedicated staff take a very real interest in all children and are committed to each child's future success by providing challenging programs that promote individual growth and achievement, leadership and cooperation with others.
Students are encouraged to have input into, and responsibility for, their learning. Our staff plan using learning styles, group work, communication and a wide range of thinking skills to encourage deep understanding and knowledge.
At Lindenow South Primary School, our belief in providing your child with a broad and practical learning experience has resulted in an engaging, comprehensive curriculum incorporating:
A strong emphasis on Numeracy and LiteracyCreative and critical thinking skills from Foundation to Grade 6Multimedia and computer skills developmentAccess to visiting LibraryActive Physical EducationL.O.T.E. (language Other Than English) from Foundation to Grade 6Exposure across all areas of The ArtsSTEM Robotics from Foundation to Grade 6At Lindenow South Primary School, we strive to foster an active partnership between school, home, and community. We believe each child receives the care, attention and opportunities which will help them learn, broaden their experiences and develop the self-confidence they need to grow into successful young adults in the twenty-first century.
Lindenow South Primary School provides an inclusive education for children with specific needs. Lindenow South Primary School values students' views and incorporates them into planning related to school environment, organisation, and practice.
We actively provide student leadership opportunities which encourage students to:
Accept roles of responsibility with integrity and honestyFoster a sense of vision and purposeWork collectively with, and lead, othersTake on responsibilities and use decision-making skillsEarn the respect of others through their actions
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