Teacher

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. 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 is on the planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills to effectively engage students and enhance learning. As classroom teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake additional 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 teachers play a significant role in improving student performance and educational outcomes as determined by the school strategic plan and state‑wide priorities. They contribute to the development and implementation of school policies and priorities. A critical component of the work will focus on increasing the knowledge base of staff regarding student learning and high quality instruction to help define quality teacher practice. 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 support staff to expand their capacity. Provide expert advice about the content, processes and strategies that 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 is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. Range 1 teachers are responsible for the effective delivery of their programs and may supervise and train one or more student teachers. Range 1 teachers participate in the development of school policies and programs and assist in implementing school priorities. Their focus is on classroom management, subject content, and teaching practice. New entrants to the teaching profession receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that integrate curriculum, assessment, and pedagogy across the school. Teachers at range 1 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 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 to developing a workforce that is representative of the community we serve. 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. 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 successful, can 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. All school staff are committed to protecting students from abuse or harm in accordance with legal obligations, including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: 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 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: 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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 at Recruitment in Schools. Location Profile Little Bendigo Primary School is seeking a fun and engaging Chinese as a Second Language Teacher. The school, established in 1878, is located in Ballarat. It has unique grounds adjoining natural bush land and a long, rich history reflected in the architecture of the main building and its surrounds. Little Bendigo Primary School's values of kindness, curiosity and resilience underpin learning relationships within our school community. The school's vision is to create passionate, intrinsic, life‑long learners who are empowered to make positive and productive decisions. Our staff profile consists of 1 principal, 6.6 EFT teaching staff and 5.4 EFT ES staff. In 2025 we have an enrolment of 84 students across four classes, 16% of students are of Aboriginal or Torres Strait Islander descent and 15% have a disability/additional needs. The school has a focus on inclusion to support students with additional support needs. The school's Overall Socio‑Economic Profile changed from low‑medium to medium range. The Victorian Curriculum is implemented at our school, Sounds Write synthetic phonics is used in Foundation to Grade 2 and for reading intervention. We believe it is important to empower our students with the skills, knowledge and understandings to know how to achieve, not just for here and now, but also for the future. Students develop learning skills through a variety of experiences and have opportunities to use and apply their knowledge, skills and understandings. These learning skills include responsibility, self‑discipline, persistence, independence, building confidence and self‑esteem, problem solving, working cooperatively and collaboratively and developing leadership skills. Our specialist programme is broad and includes Art, Physical Education, Respectful Relationships, STEM and Chinese. Curriculum‑linked excursions are conducted for all year levels and a broad range of curriculum‑linked excursions and incursions take place each year. Be careful – do not provide your bank or credit card details when applying for jobs. Do not transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr