Classroom Teacher

Department of Education Victoria – Hastings VIC 3d ago , from Department of Education & Training Victoria In 2026, we are seeking a classroom teacher who is enthusiastic about the implementation of the Science of Learning and who can develop strong, positive relationships with students to support their learning and engagement. This position is for a Year 4/5 composite . Wallaroo Primary School is a small primary school located in Hastings, along the Western Port side of the Mornington Peninsula. We currently have 87 students. Over 86% of our families qualify for CSEF funds and our 2025 Student Family Occupation Index stands at 0.80. The 2026 school staff profile will consist of two Principal Class staff, eight teachers, nine Education Support Staff members and a Business Manager. At Wallaroo, we believe that every student can achieve strong outcomes when provided with high expectations, targeted support, and early intervention. Our school embraces a whole‑school approach to delivering a rich and engaging learning program that promotes a positive educational experience for all learners. We are committed to investing in evidence‑based professional development for our staff, with a focus on teaching strategies and practices that align with how students learn best rather than relying on an individual program. A cornerstone of our teaching and learning approach will be the launch and implementation of a Multi‑Tiered System of Support (MTSS). Through MTSS, we will ensure that every student receives the appropriate level of support to succeed. This includes targeted small‑group and one‑on‑one interventions, in‑class support, and a collaborative process for monitoring and responding to students’ academic and wellbeing needs. Our goal is to create an environment where all students can thrive – becoming happy, healthy, and resilient lifelong learners. Wallaroo has a strong and well‑established foundation in wellbeing practices, underpinned by the School‑Wide Positive Behaviour Support (SWPBS) Framework. We firmly believe that academic achievement flourishes when students feel safe, valued, engaged and ready to learn. In 2026, we look to further strengthen our teaching and learning MTSS to align with our tiered wellbeing practices. These include: Schoolwide use of trauma informed practices, including the use of Berry Street Educational Model, to establish and reinforce consistent and predictable classroom routines to meet diverse learning needs and enhance student engagement. Our school values – Be Safe, Be Respectful, and Be Your Best – form the foundation of our expected student behaviours. These behaviours are explicitly taught and regularly reinforced. Positive behaviour is consistently recognised through our Values Token System. Teachers engage with the Rights, Resilience and Respectful Relationship curriculum materials to develop students’ social, emotional and positive relationship skills. Daily brekkie program and weekly lunch program. Our Diversity and Inclusion Officer works across Tier 2 and 3 levels to provide tailored Social Emotional Learning programs to meet the specific needs of identified students. A School‑funded Occupational Therapist and Speech Pathologist engage with students in both small groups and one‑to‑one sessions to target and improve areas of need. We offer other engagement opportunities for students who may require additional opportunities to connect with school, including our Healthy Eats Kitchen and Garden program, lunchtime clubs, and varied partnerships with school/community‑based programs. Our Wellbeing coordinator supports individual students on a needs‑based basis and assists with de‑escalation, implementation of DE initiatives and liaisons with families and DFFH. External psychologist supports students one‑on‑one where required. Our Wellbeing team supports families with securing paediatric appointments through our partnership with Peninsula Health, with diagnosis, applying for disability inclusion funding, developing engagement plans, and supporting teachers and education support staff with appropriate adjustments in the classroom. 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 to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience, their 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. 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 the school to define quality teacher practice. 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 programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. 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 programs 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 programs 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 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 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: 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 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 programs 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). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr