Classroom Teacher

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

Job summary

The Department of Education Victoria invites applications for a Classroom Teacher at Girgarre Primary School in Girgarre, VIC. The role focuses on planning, preparing and delivering engaging lessons across two classes (F-2 and 3-6) within the Victorian Teaching and Learning Model 2.0.

Candidates should have knowledge of the curriculum, experience with high-impact teaching strategies and a commitment to data-informed practice, collaboration with families, and professional learning to improve

Qualifications

• Selection Criteria SC1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
• 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.

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

Department of Education Victoria – Girgarre VIC

Girgarre Primary is in the heart of the Goulburn Valley, 10 minutes from Kyabram and 30 minutes from Shepparton. Our calm, safe, rural school caters for both children within the township of Girgarre and those from the surrounding district. The school is an important educational hub to the wider Girgarre community.

Teaching and learning

Girgarre Primary School currently has two classes: F-2 and a 3-6. Our instructional model emphasises the elements of teaching and learning, as per the Victorian Teaching and Learning Model 2.0. Small group work is utilised as much as possible to ensure that learning tasks meet the students current educational needs. All students are provided with learning support or extension if this is necessary.

Our spacious learning environment has the latest technology with individual laptops provided for all students to use while at school. Our magnificent grounds provide space and plenty of scope for play.

In 2026, we do not charge school fees. In addition, all new students are provided with a free school shirt, hat and jumper on enrolment. All learning materials (including exercise books and stationery) are provided by the school.

Our staff and students

In 2026, we have 27 students with a similar number of students across both classrooms. We have 5 teachers (3.6 FTE, including the principal and classroom teachers) and are looking to add another part-time teacher to our teaching and learning team. In addition, we have four Education Support Officers (1.9 FTE) and a business manager (0.2 FTE). Visiting art and library teachers attend fortnightly. Our fantastic staff to student ratio enables staff to develop a strong understanding of the learning needs of all students and incorporate student interests into the classroom learning program. Our staff are highly trained in the latest, evidence-based practices, and we have both literacy and numeracy specialist teachers across our staffing team.

Extra-curricular activities

Our school provides a wide range of extra curricula activities. We run a comprehensive camping and excursion program which is highly subsidised by the school council. We participate in a wide-range of incursions throughout the year. We are regular attendees at ANZAC and Remembrance Day services in Girgarre and visit our neighbouring small schools throughout the year, ensuring that our smaller student body have all the opportunities and experiences that are available to students in a larger school. Lunch orders are available on Thursdays from the Gargarro Botanic Gardens Café.

A learning community

Our student-led Junior School Council provides a strong voice for the student body. Our hard-working School Council has a strong sense of pride in our school and takes an active role in the governance of the school, along with sourcing fundraising opportunities.

Girgarre Primary is a School Wide Positive Behaviour System school and was awarded the Silver award for our efforts in 2024 and 2025. This ideology underpins our behaviour model with our aim being to develop happy, resilient and competent learners focusing on respect for self, for others, for one’s learning and for one’s environment. Our ATOSS results have improved over the past three years and students report that they love attending school and the support that they receive.

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

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

• 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.

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.

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

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

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).