2027 ONGOING Classroom Teacher - SoL School

Department of Education Victoria; Melbourne; On-site; AUD 70,000 - 90,000; Full time

Job summary

Keelonith Primary School in Greenvale, VIC, invites dedicated classroom teachers to join our growing team. We are a mainstream primary school committed to evidence-based practice, inclusion, and creating a calm, predictable learning environment that supports every learner.

As a Classroom Teacher, you will plan and teach high-quality literacy and numeracy programs, monitor student progress, collaborate with colleagues, and participate in MTSS and Science of Learning initiatives.

Qualifications

• Proven ability to apply MTSS and Science of Learning in planning.
• Experience teaching literacy and numeracy.
• Ability to use data to inform instruction.
• Strong communication and collaboration with families.
• Commitment to inclusive education.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contribute to development, implementation and evaluation of curriculum.
• Undertake other teaching-related and organisational duties as determined by the Principal.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Undertake other non-teaching supervisory duties.

Skills

Literacy instruction

Numeracy instruction

MTSS knowledge

Data-informed planning

Collaboration

Education

VIT teaching registration

Job description

2027 ONGOING Classroom Teacher - SoL School

Department of Education Victoria – Greenvale VIC

2d ago , from Department of Education & Training Victoria

Join a team that teaches the way the evidence says we should.

Are you a passionate educator committed to evidence-based practice, inclusion, and creating a positive, predictable learning environment? Keelonith Primary School invites dedicated and reflective classroom teachers to join our growing team.

Keelonith PS is located in Greenvale with a current enrolment of 365 students. Our team consists of 3 Principal class, 2 Learning Specialists, 1 Leading Teacher, 16 mentor classes and 5 specialist subjects across the school with support from our Education Support teams. We opened in 2021 as a Supported Inclusion School and have embedded the principles of the Science of Learning, guided by Rosenshine, and school wide operational expectations resulting in a calm and consistent learning environment.

We are a mainstream primary school who welcomes all neighbourhood children to enrol and operates with an inclusive mindset to reduce barriers and provide access to learning. We are proud to foster a strong, inclusive school culture grounded in respect and explicitly teach the CHEER school values of Compassion, Honesty, Equity, Encouragement and Respect. KPS strives for high academic achievement for all students and supports our teachers with developing learning sequences using the support of high-quality external materials. We are critical consumers of the resources we engage with and tailor their use to the needs of our students.

We are proud to have partnered with La Trobe University and the Momentum Project in 2025 and have a close association with the University of Melbourne¿s Master of Learning Intervention program. You can view our current Literacy LS learning journey and get a sneak peek into the operations of our school here. https://www.schools.vic.gov.au/media/987520

You’ll be supported by a leadership team that is visible and invested in your growth, in a community that embraces innovation, continuous improvement and a genuine commitment to every learner.

We are seeking teachers who are enthusiastic about contributing to a school community that embraces innovation, continuous improvement, and a deep commitment to every learner¿s success.

We are looking for teachers who:

• Are committed toinclusive educationand value every child's right to access, participate, and grow
• Establish and maintainpredictable routines, processes and structuresthat promote safe, purposeful classrooms in line with the consistence practices of the school
• Have an awareness of aMulti-Tiered System of Support (MTSS)to cater to diverse student needs
• Demonstrate teaching practice informed by theScience of Learning
• Can foster apositive school culture, underpinned by relational practices and student voice
• Can use data and evidence to inform planning, instruction, and intervention
• Can work collaboratively with teams to design, deliver and reflect on high-quality curriculum and pedagogy

What We Offer:

• A supportive and collegial environment focused on professional growth
• Ongoing professional learning in the SoL, MTSS, VTLM 2.0, PCMS, inclusion, and wellbeing
• A clear whole-school approach aligned to research and best practice

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6 Demonstrated knowledge and application of the Science of Learning and MTSS to effectively support the learning, engagement and wellbeing of students through high-quality curriculum planning and explicit pedagogy.

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.

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