Classroom Teacher Range 2

Job type: Full time / From 28/01/2025 - 23/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1458735
Selection CriteriaSC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
RoleRange 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 studentsModel 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 capacityProvide expert advice about the content, processes and strategies that will shape individual and school professional learningSupervise and train one or more student teachersAssist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.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.
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.
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. 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 ProfileSelby Primary School is located in the Dandenong Ranges approximately 50 kilometres east of Melbourne.
The students at Selby Primary School draw from families with a socio-economic profile higher than the state average. The Student Family Occupation and Education (SFOE) index of the school in 2023 was 0.1625, indicating a lower likelihood of education disadvantage when compared to the state median SFOE of 0.4142.
In 2024 school staffing comprises of 1 principal, 12 teaching and 2 Education Support staff and 1 Administration staff. The school curriculum includes the key learning areas of Literacy, Numeracy, Physical Education, Performing Arts, Visual Arts, Japanese, and Inquiry learning. Prep classes also include student led learning investigations which provide hands-on learning opportunities which support students' transition to primary school.
The teaching and learning focus in the past two years has been on developing consistent whole school approaches with a particular focus on spelling, writing and numeracy. Considerable time and resources have been invested in these areas and will remain a priority moving forward.
There is an agreed, consistent whole school approach to student management and wellbeing. Selby is a leading school in School Wide Positive Behaviour Support (SWPBS) and expected behaviours are clearly defined around the school's values. These expectations are visible throughout the school and students receive specific feedback when demonstrating the expected behaviours. The expected behaviours are also taught both in class and through our cross-age mentor group sessions which run weekly.
A whole school Student Leadership program led by the Year 6 students runs each week with student leaders engaging with students across the school. Year 5 students all have a Prep buddy which runs at the same time to support the Prep students transition into the school and prepare the Year 5 students for their leadership roles the following year.
Selby Primary School has a culture of high expectations and is a positive and inclusive school. We recognise the key role that parents play in children's learning. The school enjoys a strong sense of community and encourages positive, supportive partnerships between students, parents and staff. These factors make Selby a place to belong.
Throughout the course of the strategic plan, we will empower learners through voice and agency, strengthen our positive and inclusive learning culture and build teacher excellence to further develop the teaching of strong literacy and numeracy skills for our students.
As a result of our School Review in 2021, Selby Primary School's next Strategic Plan will predominantly focus on the following areas for improvement:
Maximise the learning growth outcomes in literacy and numeracy for every student. An analysis of the school's NAPLAN and Victorian Curriculum teacher judgement data identified a high proportion of students demonstrating low to medium growth in literacy and numeracy.
Learning growth in literacy and numeracy was therefore identified as an area requiring continued focus for the next Strategic Plan.
Empower all students to have voice, leadership and agency to act as partners in their learning. The school's Attitude To School Survey (AToSS), School Staff Survey (SSS) and Parent Opinion Survey (POS) data for student voice and agency was lower than most other variables. Classroom observations, parent, teacher and student focus groups identified a deeper understanding of student voice and learner agency was required.
The panel agreed this was an area requiring focus for the next Strategic Plan.
Embed an inclusive, safe and positive learning environment. Classroom observations, staff, student and parent focus groups and Panel assessment against the Framework for Improving Student Outcomes (FISO) continua of practice identified the school's focus on student health and wellbeing was in the embedding stage.
The Panel agreed that a continued focus on student health and wellbeing was a key direction for the next Strategic Plan.

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