Classroom Teacher P-6 Ongoing 2026

Kurunjang Primary School was opened in 1989 and is located 35 kilometres northwest of Melbourne, in the northern area of Melton, in the Kurunjang estate, adjacent to Kurunjang Secondary College. The school’s strategic direction is centred on improving student outcomes in literacy and numeracy; increasing student confidence and engagement in learning; and fostering connectedness with peers, teachers, the school and the community. It focuses on creating a safe, calm and orderly learning environment and maximising all aspects of school operation and resource allocation to achieve the best possible outcomes for students. Key initiatives within the Framework for Improving Student Outcomes (FISO 2.0) include Building Leadership Teams, Building Practice Excellence, Curriculum Planning and Assessment, and Setting Expectations and Promoting Inclusion. In 2024 the leadership structure comprised a substantive Principal and two substantive Assistant Principals: one overseeing Years F‑2 / Wellbeing, and the other managing Years 3‑6 / Teaching and Learning. The school also employed five Leading Teachers (DI, Engagement, Numeracy, Literacy, EAL) and two Learning Specialists (Inquiry and ICT), alongside classroom teachers and Education Support staff. In 2025 Kurunjang housed 26 classes. Specialist curriculum offerings included Physical Education, Visual and Performing Arts, Science, Kitchen Garden and Auslan (Language Other Than English). Every classroom and specialist area is equipped with Apple TVs and iPads, enabling seamless integration of eLearning across the curriculum. Facilities include visual arts and music rooms and a library. The Out‑of‑School Hours (OSH Club) programme operates a before‑and‑after‑school session in a secure dedicated room. Extensive play areas support recreation and outdoor learning, featuring an external oval, synthetic turf athletic track, soccer field, hard‑court area, playgrounds, sandpits for Foundation through Year 6 and a double basketball court. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum and the ability to incorporate literacy and numeracy skills; experience in responding to student learning needs. SC2 Experience in planning and implementing high‑impact teaching strategies, guided by how students learn, and evaluating the impact of teaching programmes on student learning growth. SC3 Experience in monitoring and assessing student learning, using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents. SC4 Interpersonal and communication skills; experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the wider school community to support learning, agency, wellbeing and engagement. SC5 Alignment with Department values; reflective practice and engagement in ongoing professional learning to continually improve teaching quality. Role The classroom teacher role is divided into two salary ranges. The primary focus is on planning, preparation and teaching of programmes to achieve specific student outcomes, with ongoing critical reflection and inquiry to improve knowledge and skill. As teachers gain experience, their contributions expand beyond the classroom. Teachers may be required to undertake additional duties if they are appropriate to the salary range, qualifications, training and experience. Classroom Teacher – Range 2 Teachers in this range play a significant role in improving student performance and educational outcomes, supporting state‑wide priorities and contributing to the development and implementation of school policies. Key responsibilities include: Possessing strong content knowledge and pedagogical practice to meet diverse student needs. Modeling exemplary classroom practice and mentoring/co‑coaching other teachers in reflective practice. Providing expert advice on content, processes and strategies to shape individual and professional learning. Supervising and training one or more student teachers. Co‑operating with staff to use student data to inform teaching approaches and achieve learning outcomes. Classroom Teacher – Range 1 The focus is on developing skills and competencies to become an effective classroom practitioner with structured support, planning, preparation and teaching of programmes to achieve specific student outcomes. At this level teachers: Operate within general direction and established practices. Supervise or train student teachers. Participate in policy development and implement school priorities. Focus on classroom management, subject content and teaching practice. Support new entrants to the profession through structured mentoring and guidance. Responsibilities The role may include but is not limited to: Direct teaching of student groups and individual students. Contributing to curriculum development, implementation and evaluation. Undertaking other classroom‑related and organisational duties as determined by the Principal. Participating in parent/teacher meetings, staff meetings, camps and excursions. Carrying out supervisory duties that are not teaching‑related. Who May Apply Teachers registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach (or with demonstrated experience) in the required curriculum area(s). Diversity and Inclusion The Department is committed to a workforce that reflects the community we serve. We value diversity in all its forms—culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department recognises the importance of safe, respectful and inclusive workplaces and promotes flexible work and diversity across all schools and workplaces. Reasonable adjustments are provided for staff with disability. Additional support for Aboriginal and/or Torres Strait Islander candidates is available from the Koorie Outcomes Division (KOD). Child Safe Standards Victorian government schools are child‑safe environments. Our schools actively promote the safety and wellbeing of all students, and all staff are committed to protecting students from abuse or harm in accordance with child‑safe standards. All schools have a Child Safety Code of Conduct consistent with the department’s exemplar. Policy details: DE Values The Department’s values—Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights—underpin our expectations for Victorian public sector employees, including those who work in Victorian Government schools. Information on the department values: Conditions of Employment The Department offers a broad range of employment conditions and working arrangements. Appointment is subject to a satisfactory pre‑employment check. A probationary period may apply during the first year of employment and induction and support programmes are provided. Full details of terms and conditions: Qualification Requirements To be eligible for employment, transfer or promotion as a teacher: Provisional or full registration approved by the Victorian Institute of Teaching. Having completed an Australian postgraduate‑level initial teaching programme or course of study on or after 1 January 2024, and demonstrating successful completion of an accredited initial teacher education programme. Graduating from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016, and having passed the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) requirement. Updated qualification requirements can be found on the Department’s recruitment page. #J-18808-Ljbffr