Languages Teacher

Murrum Primary School is a new government school opening in 2026, located onwurundjeri country at 90 Elpis Rd, Weir Views, 3338. Murrum is the indigenous wurundjeri word for 'joeys'. The establishment of this new school in the Melton community will support the increasing enrolment demand from a growing local population. Our location is unique in that the suburb has been developing over several years prior to the school opening, and is relatively close to the bustling CBD of Melton and therefore provides easy access to local community services.

Murrum Primary School will open with places for up to 715 students with enrolments open from Foundation to Year 6. Murrum PS is a Supported Inclusion School providing up to 65 place for students with a diagnosis of Intellectual Disability within the total enrolment. This provides a unique opportunity to open another local school in the Melton community that provides high-quality education for local students, strengthening the already established education provision in this growth area.

When open for Term 1, 2026, the school will include:

- An administration and library building with spaces for art, science and food technology
- 3 learning neighbourhoods (including a 2-storey neighbourhood)
- Hard courts and a sports field
- A gymnasium/performing arts/community hub building.

Murrum Primary School will be co-located with an Early Learning Centre that will provide long day and Three-and Four-Year Old Kindergarten programs, supporting families with care needs and a smoother transition to primary school. The Victorian Government-owned centre will be run by Early Learning Victoria and will provide another unique opportunity of building a professional relationship that strengthens the learning of all students.

At Murrum Primary School we pride ourselves on being an inclusive and progressive school community. Our staff are our most valuable resource and we will provide support & recognition accordingly. Our Administration, Learning, Wellbeing and Principal Class teams will be visible and working together with staff to support the best outcomes for students. We will open as a government Supported Inclusion School with specific places for students with an Intellectual Disability diagnosis, this unique opportunity will create a community of learners with a collective approach and commitment to building exemplary practice and pride in growth and achievement for all. Our staff will demonstrate strong values in offering Safe, Calm and Dignified educational environment. Our staff with show care, act with integrity through honesty, celebrate achievement, encourage motivation and build persistence for all students and each other. You are a MPS Champion

We are seeking a passionate and energetic Languages teacher to join our dedicated teaching team. The successful applicant will be responsible for planning, implementing, and assessing a high-quality language program for students in Foundation to Year 6, aligned with the Victorian Curriculum 2.0. In addition to classroom responsibilities, this role involves coordinating school-wide and community events that foster student wellbeing, inclusion, science activities, and school connectedness. This includes organising whole-school family events such as any school specialist language events, and liaising with local schools to support and coordinate opportunities in language learning for our students. The Language program plays a vital role in promoting appreciation of the cultures, diversity, inclusion, teamwork, resilience, and a sense of belonging in our students.

The founding Specialist teaching team will be integral to shaping and creating the culture, philosophy and strategic intent for our new school. Our teachers' commitment to growth, reflection and responsive behaviour with a high-level ability to remain adaptable, flexible and positive in approach will be critical in forming our desired culture of learning and growth. We are looking to build a team of teachers who specialise in Health and Physical Education, Science, Performing Arts, Visual Arts and the Language of French.

Generalist Classroom Teachers (with French language) who are looking for a change in role to a specialist position are encouraged to apply.

Our new school presents an exciting opportunity for educators to partner with all members of our community in the creation of a contemporary school that will have significant influence in future learning outcomes of the students.

Further information regarding the founding defining elements of culture, philosophy and teaching and learning approach at Murrum Primary School can be accessed by contacting Principal Sam Fleming at Samantha.Fleming@education.vic.gov.au, Assistant Principal Wellbeing Allison Chircop Allison.Chircop@education.vic.gov.au or Assistant Principal Learning Kerrie Cull kerrie.cull@education.vic.gov.au or the school mobile phone 0469 825 767 (school phone manned during term Monday to Friday 8.30am-3.30pm).

For any interested candidates please email Sam, Kerrie or Allison to receive an information pack to peruse so that you can determine if Murrum pedagogy aligns with your pedagogy.

Please submit Cover Letter, CV and SC as one PDF document.

*Providing 3 professional references and their contact details in your documents as they may be contacted prior to shortlisting*

Selection Criteria

Generalist Teacher - Specialist Programs

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.

SC6 Demonstrated knowledge and capacity to respond to student needs and provide a safe, calm and dignified learning environment for all students.

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.

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 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

Key Responsibilities

- Plan and deliver engaging Science lessons that cater to a diverse range of student abilities and needs.
- Assess and report on student learning using a variety of formative and summative assessment strategies.
- Promote and coordinate student participation in performing Science events, including school Science Fair, Science Week, and other community engagement opportunities.
- Build and maintain professional networks with local schools to support the coordination of Science events and collaborative initiatives.
- Organise and manage whole‑school family and community events, including the annual school events which are to be developed.
- Collaborate with colleagues to support a whole‑school approach to student engagement and wellbeing through Science and inclusive events.
- Maintain up-to‑date knowledge of the Victorian Curriculum 2.0 Science.
- Ensure a safe and supportive environment during all arts activities and events.
- Communicate effectively with students, staff, families, and community partners.
- Contribute to the broader life of the school including assemblies, events, and staff meetings.

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 marrung@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

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 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).

Applications close Tuesday 18 November 2025 at 11.59pm

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