Classroom Teacher

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. 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 contribute 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 are 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. Range 1 classroom teachers focus on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. They are accountable for the effective delivery of their programs and may supervise and train 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 is on classroom management, subject content and teaching practice, with new entrants receiving structured support, mentoring and guidance from higher level teachers. 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 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 (see Workplace 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 successful, 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 the school environment, 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. Information on the department values is available at: Other Information Applications must include:1. A cover letter providing contact information including home address, email and phone number.2. A CV with a summary of:- Experience- Qualifications- Current VIT registration number and details- The names, email addresses and contact details of three referees3. Your written responses to the Key Selection Criteria (where possible limit response to one page per criterion)For ease of handling by the school, all documents can be saved as one PDF and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document. All applicants should ensure that their personal profile on Recruitment Online is up to date. Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; 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 programmes in Australia: Standards and Procedures'; A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements are updated from time to time and can be found on Recruitment in Schools. Location Profile Vision Colac Primary School inspires successful, responsible and independent learners in a safe, caring and inclusive environment. We provide a safe and supportive environment in which students can learn and grow. We want to foster a positive school culture so that all children are actively involved and reach their potential. Mission Colac Primary School aims to work with families to provide a high quality education for all students in a caring, positive and stimulating environment ensuring our students:- Develop qualities and skills of independence, problem solving, communication and creativity- Achieve high standards of literacy and numeracy- Work in a co‑operative environment, sharing responsibility for their own learning and behaviour- Are extended to their potential by encouraging, recognising and rewarding achievement and effort- Are responsible and caring community members. School Values Kindness – to show care and concern Personal Best – to give your best to whatever you do Courage – to do things even when they are difficult Honesty – to be truthful and trustworthy Tolerance – to accept other people’s differences Respect – to be considerate, use good manners and take special care of our school and environment Profile Details Colac PS is located on Murray St East in the city of Colac. The school services the eastern residential area of Colac and rural areas of Yeo, Warncoort and Irrewarra. Enrolment is 158 in 2025 and is expected to be similar in 2026. Our curriculum is guided by the Victorian Curriculum 2.0 and comprises: The Arts, English (including Phonics Plus), Mathematics, Humanities, Science, Health and Physical Education, Technology & Respectful Relationships. It also includes aspects of personal and social learning such as our values program and peer mediation. We currently run a LOTE program (Chinese) using Skype to communicate with our Chinese tutors directly from Beijing. Specialist teachers conduct Art, Library, STEM and Physical Education classes. Enrichment is provided through programs including: Victorian High Achievers Program (VHAP – Online), Intervention, Concert, Bike Ed, Swimming, Camp Program, Kitchen Garden Program and Interschool Sport. Extra‑Curricular activities include: Student Council, State Schools Spectacular, Sporting Events. Computers are provided in all classrooms. All computers have internet access and are well used in a variety of curriculum programs. LCD screens are sited in all classrooms and a full class set of iPads is used to enhance learning in Grades P‑2. Our 2025‑2029 Strategic Plan Goals are:Goal 1 – To maximise learning outcomes for every studentGoal 2 – To strengthen wellbeing and engagement for every student #J-18808-Ljbffr