2027 Classroom Teacher Ongoing

Department of Education Victoria; City of Melbourne; On-site; AUD 70,000 - 100,000; Full time

Job summary

South Melbourne Primary School, part of the Department of Education Victoria, is a high‑performing government school located in Melbourne’s inner suburb. The school emphasizes data‑driven teaching, strong literacy and numeracy foundations, and a culture of feedback and collaboration.

We seek a committed classroom teacher who will contribute to sustainable student growth, work with diverse families, and participate in professional learning teams.

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to adapt literacy/numeracy teaching.
• Experience planning and evaluating teaching strategies with attention to student growth.
• Ability to monitor, assess and communicate student progress to families.

Responsibilities

• Direct teaching of groups and individuals.
• Contribute to curriculum development and evaluation.
• Participate in parent/teacher meetings and school activities.
• Maintain records of attendance and progress.
• Implement classroom management aligned with school policies.
• Support co-curricular programs and student welfare services.
• Collaborate with staff to support a diverse, multilingual community.

Skills

Curriculum knowledge

High impact teaching

Data-informed practice

Interpersonal skills

Reflective practice

Education

VIT registration (provisional/full)

Postgraduate initial teacher education program (accredited)

LANTITE literacy & numeracy proof

Job description

Department of Education Victoria – South Melbourne VIC

23h ago , from Department of Education & Training Victoria

• We have historically high NAPLAN, Parent Opinion Survey, School Staff Survey and AtoSS (Student Survey) results.Click here to see an infographic.

South Melbourne Primary School

South Melbourne Primary School acknowledges the Wurundjeri peoples of the Kulin Nation as the Traditional Owners of the land on which we are located and pay respect to their Elders past and present.

We are a high-performing government school with a clear sense of what we're about and how we work. Our school opened at the beginning of 2018 and we have recently been funded to expand to a second campus next door, with construction commencing in 2029.

Our results across NAPLAN, the Parent Opinion Survey, School Staff Survey and AtoSS are consistently above state benchmarks, above similar schools and among the highest in the state. We are deliberate about who joins us.

Our work is anchored in three values: Character, Community and Learning.

Character - Our People

Every person who walks through our doors is significant. Kindness and manners are baseline expectations. We maintain a warm, inclusive culture with high, clear expectations. We promote Relaxed Professionalism as our mantra as we strive to have fun but remain sharp as we conduct our work.

Staff work in Professional Learning Teams. Feedback is frequent, constructive and expected. Practice is routinely observed and discussed. We explicitly teach habits for success through our Big 10 Essential Habits. Our staff actively practise GEMS - Gratitude, Empathy, Mindfulness and Show More Love - in Staff Huddles, meetings and daily interactions.

This environment suits professionals who value teamwork, feedback and shared standards. It is unlikely to suit those seeking a highly autonomous or individual classroom model.

Community - Our Place

We live in the shelter of each other. Our community is diverse and multilingual, and we actively draw on that as a strength. We approach our community as an active partnership. We connect with families through Celebration of Learning Days, Whole School Assemblies and our Compass online portal. Student progress - both academic and social-emotional - is reported to families termly via Student Dashboards. EAL experience is an advantage as many of our students were born overseas and have English as a Second Language.

We have partnered with the City of Port Phillip to establish an on-site Kindergarten and OSHClub, providing wrap‑around services for our families.

Learning - Our Program

Literacy and Numeracy are our core priorities.

Our teaching is grounded in Cognitive Science and Direct Instruction. We prioritise consistency and have a low‑variance, high‑fidelity curriculum. Staff use data to plan, teach and evaluate impact. Shared planning reduces duplication and ensures every student benefits from the same quality of teaching. We have a highly structured academic and social‑emotional curriculum and work from defined lesson plans developed as a school.

Coaching, observation and feedback are embedded, not occasional. Responding positively to feedback with focussed actions is a baseline expectation.

Our Specialist Programs provide rich opportunities for students across Music and Performing Arts, Visual Art, Mandarin and Physical Education.

What to Expect

Kindness and manners are the cornerstone of success

Practice is visible and open to feedback

Teamwork is non‑negotiable

A positive, professional disposition is expected at all times

Clear instructional frameworks and structured collaboration are the norm

You will be coached, and you will be expected to grow

We are a school that takes practice seriously. If that aligns with how you want to work, we'd like to hear from you.

Selection Criteria

Please consider the nature of our educational setting when responding to these criteria, namely, our philosophy of practice, emphasis on Professional Learning Teams and our focus on data for excellence in student outcomes.

Each applicant must address the below 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.

Role

SPECIFIC CLASSROOM ROLE:

• Teamwork is at the heart of everything we do at South Melbourne Primary School
• A positive disposition is necessary at all times as the base behaviour of all professionals
• The school has a large multi‑cultural population so skills in English as an Additional Language pedagogy would be an advantage.
• Due to the nature of the school design, practice will continually be on display so cycles of feedback and support for peers will be inherent in the role

Responsibilities

GENERAL RESPONSIBILITIES

The core 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
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with School policies
• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co‑curricular programs

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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

Other Information

No job description available

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

Qualification Requirements

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.