STEM Teacher

Department of Education Victoria – Melbourne VIC 2d ago , from Department of Education & Training Victoria Tullamarine Primary School is a vibrant and inclusive learning community located in Melbourne’s north‑west. The school is committed to providing a safe, supportive, and engaging environment where every student is encouraged to achieve their personal best. With a strong focus on academic excellence, wellbeing, and community partnerships, Tullamarine Primary School fosters a culture of respect, team work and resilience. Our current enrolment in 2025 is 206 and our clientele is drawn from over 30 suburbs. The school has an effective full-time establishment of 2 Principal Class, 21.8 teachers, 5.0 ESO / Integration Aides and 2 administrative support staff. We are part of the Hume Moreland Network of schools in the North‑Western Victoria Region. The school is committed to implementing high quality Literacy and Numeracy programmes, as well as building even further on past and recent successes. The school has a close relationship with the neighbouring secondary colleges, primary schools and kindergartens from this region. Vision, mission and Values The school’s vision is to empower students to become lifelong learners who strive to reach their full potential academically, socially and emotionally. Tullamarine Primary school is committed to developing lifelong learners. As a community we set high expectations, build strong relationships and support one another to collaborate and take risks. The delivery of a high‑quality education, in an innovative and inclusive learning environment, is underpinned by the values of Respect, Resilience and teamwork. Respect Recognising, accepting and valuing the rights, feelings and abilities and qualities of others. Resilience Being self‑aware and having the ability to call on your mental strength when faced with challenges in order to thrive. Teamwork Community, supporting and working together to achieve a common goal. Curriculum and Learning Tullamarine Primary School delivers a comprehensive curriculum aligned with the Victorian Curriculum. The teaching and learning program emphasizes literacy and numeracy development through the implementation of the Victorian Teaching and Learning Model (VTLM2.0). This model provides a consistent framework for high‑quality teaching practice, focusing on clear learning intentions, success criteria, and evidence‑based strategies that support student growth. Specialist programmes include The Arts, Physical Education, AUSLAN and STEM. Student Wellbeing Student wellbeing is central to the school’s philosophy. A positive education framework supports social and emotional learning, fostering a sense of belonging and connectedness. The school implements proactive wellbeing initiatives, including restorative practices and student leadership opportunities, to build confidence and resilience. Tullamarine Primary School also implements School‑Wide Positive Behaviour (SWPB) supports through a tiered intervention model. This approach provides universal, targeted, and intensive supports to meet the varying wellbeing needs of all students. The tiered system ensures that positive behaviour expectations are explicitly taught, reinforced, and supported across all settings, promoting a consistent and inclusive school culture. Facilities and Environment The school buildings have been upgraded in 2018/19 and the school sits on a large level site which include a synthetic grass oval, a large and well‑shaded adventure playground and a large covered outdoor activities area. The school believes that this engaging playground contributes to positive student relationships. Buildings are attractively furnished and well‑maintained. Staff and Professional Culture The staff at Tullamarine Primary School are dedicated professionals who work collaboratively to deliver high‑quality teaching and learning. Ongoing professional learning is prioritised to ensure staff remain current with evidence‑based practices and the effective implementation of VTLM 2.0. The school promotes a culture of teamwork, reflection, and continuous improvement. Future Directions Tullamarine Primary School is committed to continuous growth and innovation. Future priorities include strengthening literacy and numeracy outcomes. The school aims to prepare students for success in an ever‑changing world through a balanced focus on academic, social, and emotional development. 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 programmes 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 programmes 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 programme 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 programmes 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 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 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 (email). 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: 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: Other Information No job description available Conditions of Employment This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school. 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 programmes in Australia: Standards and Procedures'; 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. #J-18808-Ljbffr