Teacher

Department of Education Victoria – Shepparton VIC 1d ago , from Department of Education & Training Victoria Small School, Big Values: Curiosity, Excellence, Respect Welcome to Zeerust Primary School where you can park right at the front gate and step into a school that feels more like a big, happy family than a workplace. Here, teaching is personal, learning is tailored, and the only bureaucracy you’ll find is deciding who gets the last biscuit in the staffroom. With just 10 students, we’re small but mighty. Our close‑knit crew of learners gets one‑on‑one attention, and our staff enjoy mentoring, collaboration, and the kind of professional freedom that’s hard to find in bigger schools. We know our students’ strengths, quirks, siblings, parents and even their pets’ names. It’s that kind of place. At Zeerust, we nurture curiosity, embrace excellence, and foster respect in everything we do – from the classroom to the playground and beyond. Located just 10 minutes north of Shepparton, Zeerust Primary is well‑connected with other small schools and supported by a dream team of visiting specialists from art and library to counselling and speech therapy. Our staff lineup includes a seasoned principal (who still teaches), two classroom teachers, a business manager, and a rotating cast of experts who keep things fresh and fabulous. Our facilities are classic country school: a covered adventure playground, asphalt court, bike ed track, sports oval, and some majestic trees that have been around since 1928. Fewer students mean more time to share ideas, ask questions, and support each other. If you’re a teacher who likes to roll up your sleeves, try new things, and build genuine connections with students and families, Zeerust might just be your perfect fit. 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. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills, effectively engaging students and improving their learning. As classroom teachers gain experience, their contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake additional duties beyond their rostered teaching duties provided the responsibilities are appropriate to the salary range, qualifications, training and experience. Classroom Teacher – Range 2 Plays 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. Provides expert advice about content, processes and strategies that shape individual and school professional learning. Models exemplary classroom practice and mentors/coaches other teachers in critical reflection of their practice and supports staff to expand capacity. Supervises and trains one or more student teachers. Assists staff to use student data to inform teaching approaches and achieve targets related to improving student learning outcomes. Has the content knowledge and pedagogical practice to meet the diverse needs of all students. Classroom Teacher – Range 1 Focuses on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. Teaches a range of students/classes, is accountable for effective delivery of their programs and may supervise and train student teachers. Participates in the development of school policies and programmes and assists in the implementation of school priorities. Exercises classroom management, subject content and teaching practice under general direction within clear guidelines following established work practices and documented priorities. Internally, new entrants receive structured support, mentoring and guidance under the supervision of higher‑level teachers. Plans and teaches student groups in one or more subjects and participates in induction programmes and other professional learning activities. Selection Criteria SC1: Demonstrated knowledge of the relevant curriculum, ability to incorporate teaching of literacy and numeracy skills, and experience responding to student learning needs. SC2: Experience in planning for and implementing high‑impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programmes on student growth. SC3: Experience in monitoring and assessing student learning, using data to inform practice and providing feedback to students and parents. SC4: Interpersonal and communication skills, establishing and maintaining collaborative relationships with students, parents, colleagues and the broader community to support learning, wellbeing and engagement. SC5: Behaviours and attitudes consistent with Department values, reflecting on practice and engaging in professional learning to continually improve teaching quality. Responsibilities Direct teaching of groups of students and individual students. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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 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 specified curriculum area(s). Diversity and Inclusion The Department is committed to diversity and inclusion, developing a workforce that reflects 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. We provide reasonable adjustments for staff with disability and offer flexible work across schools. Additional support and advice for Aboriginal and Torres Strait Islander candidates is available from the Koorie Outcomes Division. Child Safe Standards Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm in accordance with child‑safe standards. The Child Safety Code of Conduct is available at Child Safety Code of Conduct . DE Values Employees commit to departmental values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the Department’s values is available at Department Values . Conditions of Employment All staff have access to a broad range of employment conditions and working arrangements. Successful appointments will be made subject to satisfactory pre‑employment conditions checks. A probationary period may apply during the first year of employment and induction and support programmes. Detailed terms and conditions are available on the Department’s Human Resources website at HR Terms & Conditions . Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching. Completion of an Australian postgraduate‑level initial teaching program or course of study on or after 1 January 2024, and demonstration of satisfactory completion of a postgraduate‑level accredited initial teacher education program. Graduation from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must include passing the literacy and numeracy test for initial teacher education (LANTITE). Be careful – do not provide bank or credit card details when applying for jobs. Don’t transfer any money or complete suspicious surveys. Report any suspicious activity. #J-18808-Ljbffr