Classroom Teacher Range 2

SC1Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Role

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.

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

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:

- 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 programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Old Orchard Primary School is a community-based school situated in Blackburn North in the eastern suburbs of Melbourne with a current enrolment of 450students. We are a highly regarded school, providing a nurturing and supportive environment, with high standards and expectations of all students and a school of choice for many families seeking a school with a commitment to both student wellbeing and academic achievement. Our aim is to deliver an innovative, engaging and rigorous teaching and learning program which continues to evolve as we learn and grow together and adapt to the ever-changing educational landscape.

The acquisition of high-level literacy and numeracy skills is at the centre of our curriculum with a focus on inquiry-based learning. Our literacy and numeracy instructional model is grounded in the Gradual Release of Responsibility, ensuring students are supported as they move from guided practice to independent application. This year, we have also implemented VTLM 2.0 to strengthen consistency and alignment across classrooms. Together, these approaches provide a clear framework for high-quality teaching and learning.

Specialist programs are offered in STEM, Music / Performing Arts, Visual Arts, Physical Education and Mandarin. Many of our extra-curricular programs are linked to the specialist programs and provide genuine enrichment opportunities for our students. Access to iPads and other technology is provided throughout the school, particularly from Years 3 to 6, complementing other modes of learning. We have a modern library which caters for all students and actively promotes a love of literature and reading.

A strong culture of mutual trust and respect is embedded in the school, fostering positive relationships between all members of the school community, including staff, students and parents. Values such as courtesy, respect, tolerance, honesty, perseverance, cooperation and compassion are actively encouraged and there is a commitment to promoting resilience and optimism in the students.

A strong emphasis is placed on student welfare, well-being and personal growth and a positive approach to student management is supported and practised by all staff members. We operate within the School Wide Positive Behaviour Support framework, with a variety of programs implemented across the school to encourage positive behaviour and social skills. Student voice and agency are actively encouraged and developed, and we provide numerous opportunities for our students to develop their formal and informal leadership skills.

Our school is located on spacious, well-presented grounds with outstanding facilities including a gymnasium, a multipurpose hall and extensive play areas. Staff work very closely in PLC teams to plan for student learning and have a strong commitment to personal and professional growth.

We are fortunate to have a very active and supportive parent community who contribute to the school through involvement in School Council, Parents and Friends Association, classroom programs, fundraising, sports activities, camps and excursions, the library and numerous other activities.

Old Orchard is a school with an outstanding reputation, where students, staff and parents are valued and respected as individuals. We aim to:

- prepare students to be positive and productive individuals with the skills to enable them to participate fully and successfully in society

- support our staff in developing their skills and expertise where they are trusted and supported to fulfil their professional responsibilities

- genuinely engage parents in their child¿s education

Applications close Thursday 9 October 2025 at 11.59pm

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