Classroom Teacher

Yea Primary School is a school of 128 students situated approximately 100km north‑east of Melbourne and 40 km east of Seymour; it provides quality education to children in the township of Yea and surrounding districts. The school lives by our Three Rs: be Respectful, be Resilient and be Responsible. These values are referred to frequently and underpin student, staff, and family relationships. All Yea Primary School staff are required to observe child‑safe principles and are expected to abide by the school’s Child Safe Standards Code of Conduct where inappropriate behaviour towards and in the company of children is noted. All personnel of Yea Primary School are responsible for supporting the safety, participation, wellbeing, and empowerment of children. Class sizes can vary quite a bit, with classes this year between 14 and 25 students. A teamwork approach to curriculum planning promotes consistency of delivery throughout the school. The school uses evidence‑based instructional practices in literacy and our teaching aligns with the Victorian Teaching and Learning Model (VTLM). In Prep to Grade two we teach the Initial Lit program and in grades three to six our structured literacy program is aligned with the text‑rich OCHRE units. In numeracy, we follow the OCHRE scope and sequence across F‑6 incorporating regular fluency work and rich, engaging learning activities. A tiered framework is in place across the school to support all students, including Literacy (Macq Lit, Mini Lit) and Numeracy (Fluency, Place Value) intervention and Student Excellence programs for selected students. At Yea Primary School we believe that all students can learn to read and write. Speaking and listening play a key part in reading and writing, but also in other curriculum areas, and students are given regular opportunities to practise public speaking at our assemblies, during focus times in class and during Passion Projects. An important component of student engagement is our Specialist subjects. These have been carefully selected to meet the needs of our students and community. Specialist teachers work in a professional learning community and support each other with planning and meeting student needs. Specialist teachers are responsible for a learning area, supporting teacher/leadership release and organising one of the school’s major events. Specialist Teacher roles are advertised at a 0.4 time fraction. Currently we offer Health and Physical Education; The Arts (encompassing visual, drama, dance and music); Science Technology Engineering and Mathematics (STEM); Stephanie Alexander Kitchen Garden Program (SAKGP) and next year we are looking to offer a Language and Culture Program (encompassing AUSLAN, Humanities, Library). The right applicant for these positions will be flexible, creative, engaging, a team player and passionate. Our vacancies currently sit in STEM, SAKGP and Language and Culture. There is a possibility of additional time available once all other staffing is confirmed. Essential elements to the teaching and learning programs at Yea are: - Assessment: Continual assessment and regular one‑to‑one conferencing; summative and formative data‑driven teaching and learning that is used to monitor and assess student learning and plan future lessons. - Learning focus: Lesson focus is made explicit through the explanation of learning intentions and success criteria. - Explicit instruction: Whole‑class direct instruction using modelling techniques, digital technologies and other resources. - Independent Practise: Independent reading of both choice and set texts; independent writing of both choice and set topics and text types. - Variety of Resources: A range of text types available through our class and school library. - Technology: Multi‑modal approach including online reading programs, study ladder use of iPads, interactive whiteboards, viewing and use of notebooks for publishing and drafting of writing. - Reflection: Whole‑class reflection and share time, as well as opportunities to practice oral language. - Extension / Support programs: Additional intervention for reading and writing; students can access high‑ability programs in the upper years and are supported to work at their own level in the classroom through their personal goals. - Independent Practise: Time for independent practice, focused teaching groups, partner and small‑group work that is differentiated and targeted to individual student needs. - Variety of resources: Students are exposed to a wide range of manipulatives to help develop an understanding of mathematical concepts, as well as open‑ended, critical thinking problem‑solving activities and real‑life projects. - Individual learning plans: Where appropriate students have a high‑quality developed independent learning plan. They can choose to participate in a range of extracurricular activities on offer. The school runs an extensive Camp program including camps in F‑2, 3‑4 and 5‑6. The school’s guiding principles are to provide opportunities for everyone to flourish. The school is strongly committed to empowering children by placing an emphasis on literacy and numeracy and catering to the special needs and abilities of each student. Student welfare is addressed through the whole‑school implementation of respectful relationships, Friendology and School Wide Positive Behaviour Supports (SWPBS). Our school is very active in the community, and all students participate in activities that involve interacting within the Yea community on a regular basis. Transition between the Kinder, Yea High School and within the school is a very positive process. Students in all groups are given many opportunities to experience their new school or grade, so they feel comfortable and ready to begin their new school year. The physical environment of the school enhances the learning atmosphere. Students use an excellent art and multi‑purpose room in addition to well‑equipped 21st‑century classrooms. Access to computers is extensive with years three through to Six having a 1:1 student laptop ratio. Each classroom has an Interactive Whiteboard. The screen interfaces with a computer and is highly interactive and engaging. The school has spacious grounds for sport and recreation. Students have the option of participating in a wide variety of additional programs. Parents and community members are always made welcome in the school, with volunteers being a vital aspect of daily life. 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 programmes 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 programmes 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 programme 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. 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 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 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 programme 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 To be eligible to apply for a position advertised through the Teacher Graduate Recruitment programme, a teacher must: - have completed their course requirements and graduated in the last 4 years, and - not be employed as a teacher by the department at the time the advertised position is to commence Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. 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 mar r u n g @ e d u c a t i o n . v i c . g o v . a u . 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 programmes 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 programme 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 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"; - a person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Applications close Monday 27 October 2025 at 11.59pm #J-18808-Ljbffr