Classroom Teacher - Primary Teaching (Fixed Term) 2027

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

Job summary

Department of Education Victoria is seeking a Classroom Teacher - Primary Teaching (Fixed Term) for 2027 at Glen Iris VIC. The role focuses on planning, preparation and delivery of programs to meet student outcomes with strong data-informed practice and collaboration across teams.

The successful candidate will work with diverse learners, contribute to school priorities, and participate in wellbeing and data-driven instructional planning.

Qualifications

• Demonstrated knowledge of the relevant curriculum, including literacy and numeracy teaching.
• Experience planning and implementing high impact teaching strategies.
• Experience monitoring and assessing student learning with data-informed feedback.
• Strong interpersonal and communication skills for collaboration with families and staff.
• Commitment to Department values and ongoing professional learning.
• Knowledge of supporting diverse learners including those with disabilities.

Responsibilities

• Direct teaching of groups and individuals to achieve student outcomes.
• Contribute to development, implementation and evaluation of curriculum programs.
• Undertake related duties as determined by the School Principal.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Engage in supervision and training of student teachers as needed.

Skills

Curriculum knowledge

Literacy and numeracy

Data-informed instruction

High expectations for learners

Collaborative teamwork

Professional learning and reflection

Disability support knowledge

Job description

Classroom Teacher - Primary Teaching (Fixed Term) 2027

Department of Education Victoria – Glen Iris VIC

22h ago , from Department of Education & Training Victoria

Established 160 years ago in 1865, Glen Iris Primary School, affectionately known as GIPS, is a family and community-oriented school serving families in Glen Iris and the surrounding areas. In 2027, our enrolment is 400 children and 20 classes. Our highly motivated and professional staff members provide an engaging and caring education that fosters a love of learning and encouragement for individuals to excel.

We have a deeply embedded pedagogical model from Prep to Year 6. We start our lessons with a hook or positive primer to help students engage with the learning. Then, we do explicit teaching of a skill or strategy. As students move off to differentiated work, teachers differentiate by working with small groups and then conferencing one to one with students before bringing students back to reflect at the end of class. This consistent, predictable routine is embedded across all classes and year level groups. In 2027, our specialist classes will include Visual Arts, Performing Arts, Physical Education, STEM Design Thinking and Spanish.

Data drives everything here at GIPS so we can continually measure the progress of our students. We spend dedicated time during PLCs analysing all student data and then discussing in teams how that data will impact our explicit teaching, small group instruction, and one to one conferencing. We place great emphasis on reading, writing and mathematics at GIPS. Our motto is Aim High, and thus we have very high expectations for our learners and their developmental growth.

Our school vision is Growth through belonging, a community where every child thrives. Wellbeing is embedded into learning, because safe, happy, and healthy children learn better. At GIPS, we use a range of wellbeing tools to support our students to learn the skills and strategies they need to have positive mental health including the Resilience Project, the Berry Street Education Model, Buddies and Respectful Relationships. These programs help our students build and maintain harmonious relationships. Our shared school values - Empathy, Honesty, Resilience, Gratitude and Respect- are central to our community.

Teachers at our school are exhilarated about education and improvement, as we are constantly learning and growing. There is a strong sense of community at GIPS, and we are seeking teachers who are passionate about working on teams, have high expectations for all learners, and value the integration of learning and wellbeing. Questions can be directed to the school principal, Maddie Witter at 0478 802 ***

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.

SC6Demonstrated knowledge and capacity in supporting diverse learners including those with disabilities.

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 (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

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

• 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

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.