Teacher

Department of Education Victoria; Sydney; On-site; AUD 75,000 - 110,000; Full time

Benefits offered by this job

Small class sizes

Education Support staff in every class

Five specialist subjects

Supportive collaborative team

Evidence-based teaching and student 1

Leadership opportunities and career 2

Career development and growth

Opportunity to shape the school's未来

Small, welcoming school environment

Job summary

Dillbadin Primary School in Melbourne's outer eastern suburbs is seeking an enthusiastic classroom teacher who embraces inclusive education and high-quality teaching. The role focuses on planning, delivering and assessing learning across classes, with a commitment to targeted teaching and strong relationships with students, families and the school community.

You will contribute to improvement priorities, utilise data to drive learning, and collaborate with Education Support staff and specialist

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to teach literacy and numeracy skills.
• Experience planning for high impact teaching and evaluating student growth.
• Proven ability to monitor learning and communicate progress to students and parents.
• Strong interpersonal and collaborative skills with students, families and colleagues.
• Demonstrated commitment to Department values and ongoing professional learning.

Responsibilities

• Direct teaching of groups and individual students to achieve learning outcomes.
• Plan, prepare and implement programs responsive to student needs.
• Use student data to inform teaching and provide feedback on growth.
• Collaborate with staff to develop school policies and priorities.
• Supervise and mentor student teachers and support staff as needed.

Skills

Curriculum knowledge

Literacy & numeracy teaching

High impact teaching

Data-informed practice

Interpersonal communication

Education

VIT registration / teacher registration

Job description

Department of Education Victoria – Sydney Eastern Suburbs NSW

22h ago , from Department of Education & Training Victoria

Classroom Teacher ¿ Dillbadin Primary School

Dillbadin Primary School is a small, welcoming, inclusive school in Melbourne's outer eastern suburbs. Our size lets us really know our students and families, creating a supportive, personalised learning environment where every child is known, valued, and supported to thrive.

We are on an exciting improvement and growth journey, proactively working to increase enrolments, strengthen our teaching practices, and build a thriving school community. This is a wonderful opportunity to join a school where staff can genuinely help shape its future.

In 2027, we will run four classes in our new learning spaces, with small class sizes that let teachers build strong relationships, understand individual learning needs, and provide targeted teaching that makes a genuine difference.

We are committed to quality teaching and learning, with a strong focus on explicit instruction, assessment-informed planning and teaching students at their point of need. Our teaching practices are guided by the Victorian Teaching and Learning Model (VTLM 2.0), and we use Little Learners Love Literacy for systematic phonics instruction.

All classrooms benefit from Education Support staff, who provide additional opportunities to support student learning, engagement, and wellbeing.

Our students enjoy a broad curriculum, including five specialist subjects: Physical Education, STEM, Visual Arts, Performing Arts and Auslan.

At Dillbadin, collaboration is central to how we work. Teachers plan together, share expertise and use student learning data to inform teaching and monitor progress. We value professional judgement, initiative and a willingness to continually reflect on and strengthen teaching practice.

We are strongly committed to distributed leadership and professional growth. Our small-school environment provides genuine opportunities for teachers to take on leadership responsibilities, extend their skills, contribute to school improvement priorities and develop their leadership capabilities.

We are seeking an enthusiastic, dedicated and collaborative classroom teacher who has high expectations for all students, is passionate about quality teaching and learning, and values positive relationships with students, families and colleagues.

Why join Dillbadin?

• Small class sizes and new learning spaces
• Education Support staff in every classroom
• Five specialist subjects
• A supportive, collaborative and welcoming team
• A strong focus on evidence-based teaching and student progress
• Opportunities for leadership, professional learning and career development
• The opportunity to contribute to a growing school and help shape its future
• The chance to make a genuine difference in a small school where every child matters

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.

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

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.