2027 Teaching Position - Ongoing

Department of Education & Training, Victoria; City of Melbourne; On-site; AUD 65,000 - 95,000; Full time

Job summary

Wirrigirri Primary School in Melbourne, VIC, invites applications for a 2027 Teaching Position. This ongoing classroom role focuses on delivering engaging literacy and numeracy programs within a collaborative learning culture.

We offer flexible time fractions for the right candidates, a purpose-built environment, and strong professional learning. The department values professional growth, equity, and high standards in teaching and learning across a growing community.

Qualifications

• KSC1: Demonstrated capacity to design purposeful learning experiences that build deep understanding, spark curiosity, and connect with students' lives and the world around them, including the integration of literacy and numeracy.
• KSC2: Demonstrated ability to build strong, collaborative relationships with colleagues, reflect critically on practice, and work flexibly to support all learners.
• KSC3: Demonstrated commitment to creating an inclusive and supportive environment, in line with Department values, where every student is known, valued, and empowered to grow.
• KSC4: Demonstrated ability to assess and communicate student growth in line with the Victorian Curriculum, working in partnership with families.

Responsibilities

• 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

Job description

2027 Teaching Position - Ongoing State Government of Victoria, Australia Melbourne, VIC, AU

Job Description

Wirrigirri Primary School opened its doors in Term 1, 2025, at 110 Saltlake Boulevard, Wollert, serving the growing population of Melbourne's outer northern suburbs. We are home to 175 students in 2026, with continued growth expected in 2027 and beyond, We are a purpose-built school grounded in respect, curiosity, and collaboration, and are committed to creating an inclusive and dynamic learning environment for every student and staff member.

Come along to hear more about our school, culture, and vision as we continue to grow.

Why Join Wirrigirri Primary School?

• Be part of a growing team shaping a new kind of school
• Engage in collaborative teaching and professional learning
• Work in a supportive, purpose-built environment that values your ideas and expertise
• Flexible time-fractions available for the right candidates

At Wirrigirri, our school culture is grounded in:

• Creating an environment where every staff member feels valued, respected, safe, and supported
• Embracing diverse backgrounds, experiences, and perspectives, recognising that diversity strengthens our community
• Ensuring all staff have a voice and are treated with equity
• Supporting professional growth, collaborative practice, and work-life balance
• Striving for the highest standards in teaching, learning, and professional practice
• Encouraging continuous reflection and improvement
• Collaborating to achieve strong outcomes for all students
• Valuing staff as professionals and acknowledging their expertise and contribution
• Providing resources and support to foster growth and pride in their work
• Creating space for creativity and future-focused thinking
• Encouraging staff to explore new ideas and experiment with approaches aligned to our philosophy
• Investing in professional learning to support evolving practice
• Continuously seeking ways to enhance student learning through authentic and engaging experiences

Our Educational Philosophy

Learning is powerful when students are actively involved, curious, questioning, and connecting their learning to real‑world experiences.

Our learning design is grounded in the understanding that every child is capable, curious, and full of potential. We foster a culture where students are encouraged to take safe risks, collaborate with others, and engage deeply in purposeful learning experiences.

At the heart of our philosophy is our Learning Community model. Students belong to Kin Groups, led by a dedicated Kin Teacher who acts as their mentor, advocate, and primary point of connection. Flexible learning spaces, Zones and Pods, support small group work, individual exploration, and collaborative projects, ensuring learning is dynamic and responsive to student needs.

Our approach balances explicit teaching in key areas like literacy and numeracy with opportunities for experiential learning through play, projects, investigations, and real‑world problem‑solving. This enables students to build essential skills while developing critical thinking, creativity, and personal responsibility.

We also place a strong emphasis on building student agency, encouraging learners to set goals, reflect on their progress, and take ownership of their learning journey. In doing so, we aim to nurture confident, capable learners.

We are looking to recruit highly skilled generalist teachers and potentially specialists (including PE) to join our dynamic and innovative team. This is an exceptional opportunity to play a key role in the educational development of one of Melbourne's rapidly growing communities, ensuring a high standard of education and nurturing a vibrant school culture.

Selection Criteria

KSC1: Demonstrated capacity to design purposeful learning experiences that build deep understanding, spark curiosity, and connect with students' lives and the world around them, including the integration of literacy and numeracy.

KSC2: Demonstrated ability to build strong, collaborative relationships with colleagues, reflect critically on practice, and work flexibly to support all learners.

KSC3: Demonstrated commitment to creating an inclusive and supportive environment, in line with Department values, where every student is known, valued, and empowered to grow.

KSC4: Demonstrated ability to assess and communicate student growth in line with the Victorian Curriculum, working in partnership with families.

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 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 [e-mail]

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.

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).

Applications close Wednesday 30 September 2026 at 11.59pm