Classroom Teacher Range 2

Government schools; Shire of East Gippsland; On-site; AUD 70,000 - 90,000; Full time

Job summary

Trafalgar Primary School in regional Victoria is seeking a Range 2 classroom teacher to contribute to student outcomes aligned with the school’s strategic plan and state priorities. You will deliver content knowledge with exemplar pedagogy to meet diverse student needs and foster an inclusive, supportive learning environment.

You will model high-quality practice, mentor colleagues, supervise student teachers, and use student data to inform teaching decisions while communicating with families at

Qualifications

• Must demonstrate knowledge of the relevant curriculum and ability to respond to student learning needs.
• Ability to plan for and implement high impact teaching strategies and evaluate impact on learning growth.
• Ability to monitor and assess student learning and provide feedback to students and parents using data.
• Strong interpersonal and communication skills to collaborate with students, parents, colleagues and the community.
• Commitment to Department values and ongoing professional learning.

Responsibilities

• Direct teaching of groups and individuals.
• Contribute to curriculum development and evaluation within the school.
• Attend parent/teacher meetings, staff meetings, camps and excursions.
• Participate in non-teaching supervisory duties as required.
• Model exemplary classroom practice and mentor other teachers.

Skills

Curriculum knowledge

Literacy & numeracy

High impact teaching

Data-driven practice

Interpersonal communication

Job description

SC1Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Selection Criteria

SC1Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

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.

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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.

Location Profile

Trafalgar Primary School is a vibrant, inclusive, and community-oriented school located in regionalVictoria, approximately 120 kilometres east of Melbourne. Nestled at the foothills of the StrzeleckiRanges, the school serves the township of Trafalgar; one of the fastest growing areas in thestate.The school¿s vision- Together, empowering learners to follow their passion and make powerfulcontributions to the lives of others- is lived through a strong commitment to fostering an inclusiveand supportive learning environment. This is anchored by the school¿s values: Be Safe, BeRespectful, Be a Learner, which underpin its Behaviour Curriculum and approach to student management.

Trafalgar Primary School employs a dedicated and diverse team of 47 staff, including teachers,learning specialists, tutors, and Education Support staff. The school offers specialist programs inMusic, Visual Arts, Health and Physical Education, STEM (Science, Technology, Engineering and Maths) and Performing Arts. A broadrange of sporting opportunities ensures students remain active and engaged, including annualswimming lessons and exposure to both mainstream and emerging sports.

Trafalgar Primary forms part of a dynamic education precinct, alongside the co-located EarlyLearning Centre and High School. This supports strong transition pathways and cross-campuscollaboration.

At Trafalgar Primary School, our Teaching and Learning approach is grounded in the Science of Learning and designed to ensure every student experiences high-quality, evidence-based instruction, every day, in every classroom. We are committed to a low-variance, highly coherent instructional model that provides clarity for teachers and a predictable, supportive learning environment for students.

Central to our practice isExplicit Direct Instruction (EDI). Teachers systematically present new content in small, manageable steps, modelling the learning, checking for understanding, and providing guided and independent practice. EDI ensures that core knowledge is taught clearly, misconceptions are identified early, and all students have the opportunity to succeed, regardless of their starting point.

Our curriculum is intentionallyKnowledge-Rich, ensuring that students build deep, connected, and culturally relevant understanding across all learning areas. Knowledge is sequenced deliberately across year levels so that students develop strong background knowledge, vocabulary, and conceptual understanding.

In Literacy, we deliver aSystematic Synthetic Phonics program grounded in the Orton-Gillingham approach, which provides structured, cumulative, multisensory instruction in phonics, morphology, and spelling. This ensures that all students develop essential decoding and encoding skills, supporting fluent reading and writing. Our approach aligns fully with the Department of Education¿s position on the teaching of reading and the broader body of research on effective early literacy instruction.

Together, these elements form a cohesive and highly effective Teaching and Learning approach that reflects the Science of Learning: explicit instruction, cumulative practice, spaced review, and the deliberate building of knowledge over time. Through this model, Trafalgar Primary School is ensuring that all students are safe, respectful, and engaged learners who can thrive academically and beyond.

Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad .