Maths & Science Teacher — Data-Driven, High-Impact Classrooms

Government schools

Melbourne

On-site

AUD 70,000 - 100,000

Full time

42 hours ago
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Job summary

Government schools in Melbourne’s northern suburbs seek a Classroom Teacher. The role covers planning, delivery and assessment of student learning, with emphasis on literacy and numeracy integration and data-informed practice.

Teachers collaborate with families and the school community to support wellbeing and achievement. Role accounts for Range 1 or Range 2 classification, with duties across curriculum planning, mentoring, and contributing to policy implementation.

Qualifications

  • Knowledge of the relevant curriculum and ability to teach literacy and numeracy.
  • Experience planning and implementing high impact teaching strategies.
  • Ability to monitor, assess and respond to student learning data and feedback.
  • Strong interpersonal and communication skills with students, parents and staff.
  • Commitment to Department values and ongoing professional learning.

Responsibilities

  • Direct teaching of groups and individuals.
  • Contribute to curriculum development and program evaluation.
  • Undertake other teaching-related duties as directed by leadership.
  • Engage with parent meetings, staff meetings, camps and excursions.
  • Support school policies and participate in professional learning.

Skills

Curriculum knowledge
High impact teaching
Data-informed practice
Interpersonal skills
Professional learning

Education

Provisional/full registration with VIT

Job description

Government schools in Melbourne’s northern suburbs seek a Classroom Teacher. The role covers planning, delivery and assessment of student learning, with emphasis on literacy and numeracy integration and data-informed practice.

Teachers collaborate with families and the school community to support wellbeing and achievement. Role accounts for Range 1 or Range 2 classification, with duties across curriculum planning, mentoring, and contributing to policy implementation.

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