Junior Classroom Teacher

Government schools; Bendigo; On-site; AUD 65,000 - 95,000; Full time

Job summary

Lightning Reef Primary School in Bendigo, Victoria, is seeking a classroom teacher to lead high-quality learning and contribute to school programs. The role requires applying current curriculum knowledge and data-driven assessment to support student growth across literacy and numeracy.

The successful candidate will collaborate with parents and staff, participate in professional learning, and engage with SWPBS frameworks to promote wellbeing and strong classroom practice within a supportive

Qualifications

• Knowledge of the relevant curriculum and ability to teach literacy and numeracy.
• Experience planning and implementing high-impact teaching strategies and evaluating learning growth.
• Experience monitoring and assessing student learning and using data to inform practice with feedback to students and parents.
• Strong interpersonal and communication skills to collaborate with students, parents, colleagues and the school community.
• Commitment to professional learning and reflective practice to continually improve teaching quality.
• Awareness of SWPBS framework and capacity to work within it.

Responsibilities

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

Skills

Curriculum knowledge

High-impact teaching

Data-informed teaching

Communication skills

Professional learning

SWPBS awareness

Job description

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.

SC6 Demonstrated awareness of SWPBS framework and capacity to work within this structure.

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.

SC6 Demonstrated awareness of SWPBS framework and capacity to work within this structure.

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

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 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 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

Lightning Reef Primary School boasts outstanding open planned facilities and large grounds beside Bendigo Showgrounds. The grounds are expansive and provides for active and passive play. The full size gymnasium and indoor canteen ensure a range of indoor activities are encompassed in daily learning opportunities. The school's mission is to provide a welcoming and challenging environment that fosters respectful and responsible global citizens capable of thriving in the future. We hope our students graduate as knowledgeable, skilled, confident, and critical thinkers through the school being a centre of excellence committed to sharing best practice. Our key values demonstrate our shared and relentless commitment to implementing our mission so that our vision becomes a living reality. We value Respect: We show we care about ourselves, others and the environment through our actions and words. Responsibility: We do the things we are supposed to do, own, and accept the results of our actions and words. Persistence: We keep trying, even when things seem hard, and know when to seek help. Kindness: We use actions and words to make others feel happy, or when we notice they need help. The 2025 enrolment sat around 165 students. Student Family Occupation (SFO) index in 2025 was 0.70 and the Student Family Occupation and Education Index was also high. This characterises the school as a low socio-economic school community. We had seven students funded by the DI Program. 19 ATSI students, 6 in Out of Home Care and 53 with a Karen background. The leadership team consists of a Principal, Assistant Principal, a Leading Teacher and an Acting Learning Specialist. Both the AP and LS have part-time teaching loads. Eight homegroups were taught by 11 teachers, 1.8 EFT Intervention teachers and 3 part-time Specialist Teachers. Thirteen Education Support Officers (ES) supported students across the school, either as Integration, Classroom Support or Multi-Cultural Aides. The school's specialist programs are Visual Arts, Music and Physical Education and a Languages program in Karen with the assistance of one of our Multi Cultural Aides. The school enjoyed strong ties with both the Eaglehawk and Bendigo Sandhurst Rotary Clubs, with Bendigo Sandhurst Rotary Club leading a weekly volunteer gardening program. The club also donated fresh fruit weekly that complemented our daily breakfast club. The school maintained positive community partnerships that supported our students and their families. The school accesses DET Speech Pathologists, Psychologists, Occupational Therapists and Koorie Education Support Officers, supplementing our own speech aides and a qualified Social Worker, to complement these services using Equity funds.

The Leading Teacher (Wellbeing) and later Assistant Principal, followed up absences each day. The Leading Teacher (Wellbeing) was the MHiPS Leader, Lookout Teacher and Student Wellbeing Manager, which ensured attendance and student behaviour was followed up in a timely manner. Attendance Data for 2025 showed remained a challenge, the newly developed Staged Response to Non-Attendance will provide us with a clear implementation strategy for future years.Equity funding has been allocated to allow the Wellbeing Leading Teacher to promote and oversee SWPBS and teach RR&RR across the school, support additional ESS, release a second Leading Teacher to manage Disability and Inclusion at a whole-school level and release a Literacy leader to provide additional lessons to our EAL students.

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