Year 1 Classroom Teacher

Key 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. Qualifications Victorian Institute of Teaching (VIT) registration (full or provisional). How to Apply A current CV A response to the Key Selection Criteria (maximum 1-2 pages) Contact details for at least two referees 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. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills for effective engagement and learning. As the classroom teacher gains experience, contributions beyond the classroom increase. All classroom teachers may be required to undertake other duties in addition to rostered teaching duties provided the responsibility matches salary range, qualifications, training and experience. Range 2 classroom teachers play a significant role in assisting the school to improve student performance and outcomes, contributing to development and implementation of school policies and priorities. Range 2 expectations include: 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 expansion of 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 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 teach a range of students/classes, are accountable for effective delivery of programs, and may supervise and train student teachers. Range 1 responsibilities include: Classroom management, subject content and teaching practice Participation in the development of school policies and programs and implementation of school priorities Planning and teaching student groups in one or more subjects, participating in induction programs and professional learning activities Teaching own classes and assisting in policy development, project teams and organization 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. 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. 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: Role Purpose The Year 1 Classroom Teacher plays a pivotal role in supporting our students early years of learning, building strong foundations in literacy, numeracy, social development, and curiosity. The successful applicant will foster a positive, inclusive classroom environment and work collaboratively with colleagues to implement school priorities and high‑impact teaching strategies. Key Responsibilities Plan, deliver, and assess engaging and differentiated learning programmes aligned to the Victorian Curriculum. Implement evidence-based practices, including the Workshop Model, HITS (High Impact Teaching Strategies), and Mordialloc Beach PS instructional approaches. Provide explicit instruction in early literacy and numeracy, supporting all learners including students requiring extension or additional support. Use assessment data and formative practices to monitor student progress and inform teaching. Create a safe, orderly, and positive classroom environment that promotes student wellbeing and engagement. Work collaboratively with the Year 1 team, specialists, and leadership to support whole-school priorities. Communicate effectively and professionally with students, families, and colleagues. Participate in whole‑school events, professional learning, and school improvement initiatives. 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 will be provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Qualification Requirements 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 satisfactory completion of a postgraduate level accredited initial teacher education programme 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’; 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). Location Profile Mordialloc Beach Primary School (MBPS) is a growing educational institution located in the vibrant beachside suburb of Mordialloc. Our mission is to provide an outstanding education for every student in an engaging, challenging, and supportive environment. Vision Statement: DREAM BIG – Expand Your Horizons, Inclusion, Respect, Excellence, Resilience. Our school offers a wide range of teaching and learning opportunities and fosters community involvement in a supportive setting. For more information about the school community and history, please see the school website. #J-18808-Ljbffr