Classroom Teacher Box Hill South

Government schools; Melbourne; On-site; AUD 70,000 - 90,000; Full time

Job summary

Roberts McCubbin Primary School is seeking a qualified classroom teacher to deliver engaging literacy and numeracy instruction across year levels. The role emphasises data‑driven planning, collaboration with staff, and strong student wellbeing support within a public school setting.

The successful candidate will join a team committed to inclusive education, family engagement, and ongoing professional learning under the Victorian Department of Education.

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to teach literacy and numeracy.
• Ability to plan high‑impact teaching strategies guided by how students learn and evaluate learning growth.
• Experience monitoring student learning and using data to inform feedback to students and parents.

Responsibilities

• Direct teaching of groups and individual students.
• Contribute to development, implementation and evaluation of curriculum programs.
• Undertake other classroom duties as directed by the principal.

Skills

Curriculum knowledge

Data-informed teaching

Collaborative communication

Parent/teacher communication

Education

Bachelor of Education

VIT registration (provisional or full)

Job description

Roberts McCubbin Primary School is located on the lands of the Wurundjeri People of the Kulin Nation, nestled in the quiet streets of Box Hill South. Prior to 1994, the site was home to Box Hill South Primary School which was opened in 1927. The school commenced in our current form as Roberts McCubbin Primary School in 1994 after the amalgamation of Box Hill South and Bennettswood Primary Schools. The new school name pays tribute to renowned artists Tom Roberts and Frederick McCubbin of the Heidelberg School, who used to camp and paint nearby at Gardiner's Creek.

Our 2026 enrolment is 310 students, supported by 19 full-time equivalent teachers and 10 part-time integration aides. Our percentage of families who speak a language other than English at home has grown in recent years, to just over 27%. We currently have 6 International Student enrolments. Leadership consists of a Principal and Assistant Principal, supported by a Curriculum Learning Specialist and a School Improvement Team featuring representatives from across the school and priority areas. Teams plan collaboratively and undertake data-driven inquiries to enhance teaching and learning. We have fully implemented the VTLM2.0 and a phonics-based approach to the teaching of reading.

The school has a proud history of supporting and enhancing the wellbeing of students, with both student and parent surveys reflecting a cohort of students who are feeling happy, safe and stimulated to learn. We follow the SWPBS program and are a lead school in the Rights, Resilience and Respectful Relationships Program. Our specialist program includes Physical Education, LOTE (Japanese), Visual Arts, STEM and Performing Arts. Our community Art Show is a major annual fundraiser, supporting an Artist in Residence program that has seen a number of student-influenced artworks installed throughout the school.

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 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.

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.

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.

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

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).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.