Classroom Teacher

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.

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 (seeWorkplace 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) viamarrung@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:

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:

- 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).

Big things are happening at Buln Buln Primary School. We are looking for staff to join our team in 2026 who:

- Are passionate about teaching and fostering a love of learning for all students.
- Are open to continuous professional learning.
- Are committed to creating inclusive, engaging, and differentiated learning experiences.
- Can contribute positively to the school's culture and values.

Buln Buln Primary School is situated 7kms north of Warragul in West Gippsland was established in 1878. Our enrolment for 2025 is 145 students, in 7 classes.

STAFFING

We have one Principal, one full-time Mental Health and Wellbeing Leader, a part-time Student Wellbeing Officer, 8 Educational Support (ES) staff working with students with additional social/emotional and learning needs. We have a full-time Business Manager who oversees the administration and finance side of the school, working closely with the Principal.

PARENT INVOLVEMENT

The school has strong generational ties and parent involvement is highly valued at Buln Buln Primary School. We are committed to building a strong home‑school partnership and welcome parent involvement in school activities. Fundraising activities focus on building social interactions with parents. Parents are invited to attend weekly school assemblies and many special events throughout the year. Parents are very active on School Council and on our Parents and Friends Club. We encourage parents and grandparents to visit the classroom, and assist on excursions, during sports days and to attend special school events.

CURRICULUM AND PROGRAMS

Staff are experienced and professional. The team works together for professional support and best outcomes for each student. Our core focus is Literacy and Numeracy. We employ explicit teaching, delivering new material in manageable steps, along with guided practice, teacher modelling, questioning, and review and retrieval practices. These are whole‑school strategies that ensure that all students make steady progress in their learning journey.

Our reading instruction is comprehensive, acknowledging that teaching reading goes beyond phonics. It is supported by phonological awareness, reading fluency, vocabulary development, and comprehension, ensuring that our curriculum fosters student fluency in all essential components.

We offer specialist subjects in Physical Education, Visual Arts, LOTE - Japanese and Music/Performing Arts. A broad range of enrichment activities are also provided including STEM, Social Skills, Life Ed, Gardening, Junior School Council, Student Leadership, Sports, Cooking and Camps.

We also place importance on the nurturing of cultural, social, creative, physical and personal development of all members of our school community.

Our staff is a Professional Learning Community (PLC) focussed on evidenced based goal setting for groups and individual students.

FACILITIES

Classrooms include outside learning spaces, sliding walls to a large, shared area and access to laptops. The school has a well‐resourced library, a multipurpose classroom, used for wet‑weather Physical Education activities and the school has engaged YMCA for Outside School Hours Care.

Outside the classrooms, we have ample play areas including a large oval, twin basketball/netball courts, modern playgrounds, vegetable garden area and a large, shaded sandpit. We have a strong focus on student wellbeing through our School Wide Positive Behaviour (SWPBS) framework. Expectations of behaviour are clearly and explicitly taught throughout the school and align with the schools I.C.A.R.E. values of Independent, Compassionate, Accountable, Resilient and Excellent.

Applications close Thursday 30 October 2025 at 11.59pm

#J-18808-Ljbffr