Classroom Teacher

Department of Education Victoria; Avenel; Hybrid; AUD 70,000 - 100,000; Full time

Job summary

Avenel Primary School, part of the Department of Education Victoria, is seeking a qualified classroom teacher to provide high-quality learning experiences for students in a rural setting. You will engage with diverse learners and contribute to school improvement through evidence-informed teaching practice.

Applicants should hold full teaching registration and demonstrate strong collaboration, data-informed planning, and commitment to inclusive education within a supportive community.

Qualifications

• Proven ability to plan and deliver high-quality literacy and numeracy instruction.
• Experience in meeting diverse student needs and using data to inform teaching.
• Strong communication with students, families and the school community.

Responsibilities

• Direct teaching of groups and individual students.
• Contribute to curriculum development, implementation, and evaluation.
• Undertake classroom and organisational duties as directed by the principal.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.

Skills

Literacy teaching

Numeracy teaching

Differentiated instruction

Collaborative planning

Education

Bachelor of Education

Job description

Department of Education Victoria – Avenel VIC

3d ago , from Department of Education & Training Victoria

Avenel Primary School is a welcoming and growing rural school located in the township of Avenel in North East Victoria. With approximately 125 students from Foundation to Year 6, we offer the benefits of a smaller school community where students are known, valued and supported, while maintaining a strong focus on high-quality teaching and learning.

Our school vision is centred on excellence, inclusion and high expectations for every learner. Our school values Be a Learner, Be a Mate and Give Something Back are embedded throughout our classrooms, playground and wider community.

Avenel Primary School is committed to evidence-informed teaching practice. Our current improvement work includes the Victorian Teaching and Learning Model 2.0, explicit instruction, Structured Literacy, formative assessment, retrieval practice and the ongoing development of consistent approaches to mathematics teaching. Staff work collaboratively through Professional Learning Communities and shared planning to strengthen curriculum, assessment and classroom practice.

Inclusion and student wellbeing are central to our work. We are developing a strong Multi-Tiered System of Supports (MTSS), alongside School-Wide Positive Behaviour Support, targeted intervention and individualised adjustments to ensure students can access, participate in and experience success at school.

Students at Avenel Primary School benefit from a broad range of learning opportunities including Visual Arts, Performing Arts, STEM, Physical Education, camps, excursions, sporting opportunities, student leadership, choir, community projects and enrichment programs. We value student voice and provide opportunities for students to contribute meaningfully to their school and community.

Our staff are a collaborative and supportive team who are committed to continual improvement and achieving positive outcomes for students. We value professional learning, open dialogue, shared responsibility and staff who are willing to contribute their strengths to our school.

Avenel is a supportive rural community with convenient access to surrounding centres including Seymour, Nagambie and Euroa. The school has strong connections with families, local organisations and the broader Avenel community.

We welcome applications from educators who are enthusiastic, reflective and committed to providing inclusive, high-quality learning experiences for every student.

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.

Role

No job description available

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 (seeWorkplace 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

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

No job description available

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• 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'; and
• 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.