Classroom Teacher

government schools; Wodonga; On-site; AUD 75,000 - 105,000; Full time

Job summary

Kerribana Primary School, a new Supported Inclusion School in Leneva near Wodonga, is seeking a classroom teacher to deliver learning programs to Prep–Year 6. The role focuses on high-quality literacy and numeracy instruction, with a strong emphasis on inclusive education and data-informed planning.

As part of a modern campus with diverse learning neighbourhoods, you will contribute to school improvement, mentor other teachers, and engage with families and the wider community to support student

Qualifications

• Demonstrated knowledge of the relevant curriculum, including the teaching of literacy and numeracy skills, and ability to respond to student learning needs.
• Experience planning high-impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student growth.
• Demonstrated ability to monitor and assess student learning and use data to inform teaching practice, providing feedback to students and parents.
• Demonstrated interpersonal and communication skills and ability to establish collaborative relationships with students, parents, colleagues and the community.
• Committed to reflecting on practice and engaging in ongoing professional learning to improve teaching quality.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contribute to development, implementation and evaluation of curriculum programs.
• Undertake other classroom teaching related duties and organisational tasks as directed by the principal.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Undertake other non-teaching supervisory duties as required by school needs.

Skills

Curriculum knowledge

Data-informed teaching

Interpersonal skills

Collaboration with community

Professional learning

Job description

Kerribana Primary School is a new Supported Inclusion School (Primary) in Leneva, Wodonga.Kerribana Primary School was chosen as this new school's name following community and Traditional Owner group consultation. Kerribana (pronounced kerri-puh-nuh) is a local language place name for the site of the new school.

Kerribana Primary School opened in Term 1 in 2026. The school will have places for up to 525 students from Prep to Year 6, including 50 students with disabilities. All students who live in the school zone are guaranteed a place at Kerribana Primary School. The school will accept Out of Zone Enrolments as per our Enrolment Policy.

Kerribana Primary School will be a supported inclusion school .Supported Inclusion Schools are local government schools with some extra accessibility features. These features help them teach and support more students with a disability. Kerribana Primary School is the only Supported Inclusion School in Regional Victoria.

Our modern school features unique Learning Neighbourhoods, a Maker Space, Art Facilities, a Performing Arts space, a STEAM Space including Drone area, multiple outdoor courts, a full-size gymnasium with basketball court, and an on-site Kindergarten. Learning will take place in two double-storey Pavilions with exciting design features, break out spaces, teacher hubs, Indigenous design elements and inclusive areas.

Kerribana's Primary School's vision is `Celebrating Everyone's Best'. We empower each student to explore their potential, embrace their uniqueness, and excel in a caring and supportive community.

The acronym BEST unpacks the actions of our Kerribana Primary School Values:

B - Be Brave and Participate

E - Encourage Everyone's Best

S - Speak Kindly and with Care

T - Treat All with Respect

Kerribana Primary School's mission is to value and champion every student and their unique strengths and abilities. Kerribana Primary School is inclusive of all, and is guided by a commitment to support, a therapeutic ethos, and providing personal, differentiated care in a modern setting.

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

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.

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:

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:

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).

Applications close Monday 16 November 2026 at 11.59pm