Classroom Teacher

Department of Education Victoria; Wandiligong; On-site; AUD 70,000 - 95,000; Part time

Job summary

Department of Education Victoria in Wandiligong (VIC) invites applications for a part-time classroom teacher (0.6 FTE, three days per week: Wednesday, Thursday and Friday). The school offers a small, multi-age setting with strong community ties, prioritising literacy, numeracy and hands-on learning aligned to the Victorian curriculum.

The successful candidate will contribute to planning, delivering and assessing programs, collaborating with staff, and supporting student learning and engagement

Qualifications

• Knowledge of curriculum and ability to adapt teaching to student needs.
• Experience with high impact teaching strategies and formative assessment.
• Ability to monitor student learning and provide feedback to families.
• Strong interpersonal and collaboration skills.
• Commitment to ongoing professional learning and reflective practice.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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.

Skills

Curriculum knowledge

High impact teaching

Data-informed practice

Communication skills

Professional learning

Education

Provisional or full teaching registration

Job description

Department of Education Victoria – Wandiligong VIC

2d ago , from Department of Education & Training Victoria

Wandiligong Primary School is a small rural school situated in the historic township of Wandiligong, approximately 330 kilometres northeast of Melbourne and 80 kilometres from Wangaratta. Established in 1870, our school has a proud history and strong connections with the local community.

Our school combines historic buildings with contemporary learning facilities, including a multipurpose learning space with kitchen and practical work areas, an outdoor classroom and vegetable garden, and extensive grounds featuring a covered learning area, courtyard, tennis court, gaga pit and oval. These facilities support our commitment to hands‑on learning, outdoor education and sustainability, including our whole‑school Sustainable Wandi program.

We operate three multi‑age classrooms: Foundation–Year 2, Years 3–4 and Years 5–6. Our small‑school setting fosters strong relationships between students, staff and families, with regular opportunities for cross‑age learning, collaboration and whole‑school projects. Our dedicated teaching and education support team is complemented by specialist programmes in Art, Library and Italian, with additional support from the Mobile Area Resource Centre (MARC) and Mobile Area Arts Centre (MAAC).

Teaching and learning at Wandiligong Primary School is intentional, structured and responsive to individual student needs. We implement a sequenced approach to literacy, with middle and upper primary students engaging with a carefully selected core text each term. Mathematics combines explicit instruction with hands‑on learning to build strong conceptual understanding. Across other curriculum areas, inquiry‑based learning connects subjects through term‑long projects aligned with the Victorian Curriculum.

Our school values of Respect, Responsibility and Resilience underpin a positive, inclusive and supportive learning environment where every student is known, valued and encouraged to succeed. Student voice, leadership and independence are fostered through meaningful opportunities across all year levels.

We pride ourselves on a collaborative and supportive staff culture, with regular opportunities for shared planning, professional dialogue and continuous improvement. Our involvement in the Alpine cluster of schools provides valuable opportunities for interschool collaboration, professional connections and shared student experiences.

Located just minutes from Bright, Wandiligong offers the benefits of a welcoming rural community within one of Victoria’s most picturesque alpine regions. With easy access to cycling, hiking, skiing and year‑round outdoor recreation, the area offers an exceptional lifestyle alongside the opportunity to make a meaningful contribution to a small school community.

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 programmes 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

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 programmes 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 programme 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.

• 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 programmes 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 programme 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*******@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

This position is 0.6 FTE (three days per week), with the successful applicant required to work Wednesday, Thursday and Friday.

These working days are fixed and non‑negotiable to accommodate a shared classroom teaching arrangement and ensure continuity of teaching and learning.

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 programmes provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at https://www2.education.vic.gov.au/pal

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 programmes 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 at Recruitment in Schools.

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