Classroom Teacher

Opened in 1965, Stawell West Primary School is located in the regional township of Stawell. A Foundation to Year 6 school, it caters for students predominantly from the local area and is one of three local primary schools in Stawell. The school has an enrolment of 99 students consisting of 28 FTE Aboriginal students and 14 English as an Additional Language students. In 2025, the staff consists of 1 Principal Class, 7 classroom teachers, 2 Wellbeing Education Support, 8 Education Support staff, and a Business Manager. The school's facilities consist of the original building, housing nine open‑plan teaching areas, and a Science and Arts Learning Centre, Science, assemblies and meetings. The grounds provide a variety of spaces for both active and passive play and includes access to shaded/covered areas, three adventure playgrounds and a large grassed area for recreation and outdoor learning activities. Our grounds also have a BMX pump track, Scooter track and beach volleyball court. We are currently in the planning stages of a $4.7m building and facilities upgrade. The school values are Respect, Challenge and Responsibility. The curriculum, based on the Victorian Curriculum, provides the students with designated time within each day for Literacy and Numeracy instruction. Specialist programs are run, enabling all students to learn Visual Arts; Humanities; Health and Physical Education; and ICT and Design. Other Educational programs, including Languages Other Than English (Chinese) and Science, are also taught. Our team is committed to building strong relationships with our students, families and community. Our school also operates an OSHC program offering before and after school care daily and vacation care throughout the school holidays. Location Profile Opened in 1965, Stawell West Primary School is located in the regional township of Stawell. A Foundation to Year 6 school, it caters for students predominantly from the local area and is one of three local primary schools in Stawell. The school has an enrolment of 99 students consisting of 28 FTE Aboriginal students and 14 English as an Additional Language students. In 2025, the staff consists of 1 Principal Class, 7 classroom teachers, 2 Wellbeing Education Support, 8 Education Support staff, and a Business Manager. 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 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 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 their 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 to further develop skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. The classroom teacher is responsible for the effective delivery of their programs. Teachers at range 1 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 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 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 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 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 provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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 provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Program Benefits This position has been advertised as part of the Regional Relocation Incentives (RRI) and includes retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria. Payments and Support on Offer (subject to candidate eligibility criteria, see below) Reimbursement of relocation expenses (up to $5,000 ) and support to identify suitable housing. $10,000 (before‑tax) retention payments (pro‑rata for positions less than full‑time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before‑tax). Each retention payment is subject to successful completion of employment milestones. RRI Candidate Eligibility Criteria The successful candidate must be a new employee to this school. The successful candidate must remain employed at this school for 2 years to receive their initial retention payment, and remain for subsequent years for the third‑year and fourth‑year payments. The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application and relocates), as outlined within 'Travel and Personal Expenses – Teaching Service'. The successful candidate's ordinary place of residence is not classified as Remote Australia (Vic.) or Outer Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. Where the recruiting school is located within Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as Inner Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. 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'. 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