Visual Arts Teacher

Location: Loddon Mallee - Macedon Ranges

Reference: 1497711

Location Profile

Lancefield Primary School, established in 1858, is situated in the semi‑rural township of Lancefield one hour north of Melbourne in the Macedon Ranges. Residential areas are developed alongside a rural farming existence. Our current enrolment is 190 students. Supportive and engaged parents, families and community groups contribute to the wellbeing of our school by assisting with classroom programs, whole school activities and the Stephanie Alexander Kitchen Garden Program.

We are a SWPBS School with a strong focus on good mental health and social‑emotional wellbeing for all. The implementation and explicit teaching of the Kimochis, Berry Street Education Model and Resilience, Rights and Respectful Relationships programmes provides our students, staff and families with strong social‑emotional wellbeing and mental‑health support and strategies.

Inclusion and Mental Health

Building student leadership capabilities, skills and creating opportunities is encouraged and promoted through our Year 6 Student Team, years 3 to 6 peer‑selected student council team and SWPBS student leaders. All students are supported with their learning through our digital technologies and ICT programme with years 3‑6 participating in the bring‑your‑own Chromebook programme.

Department of Education Guidelines

The Department of Education High Impact Teaching Strategies and Practice Principles provide direction for our teaching practice with a strong focus on improving numeracy and literacy outcomes. Our teachers work collaboratively to plan and implement programmes such as the evidence‑based synthetic phonics programme Jolly Phonics and Grammar across all year levels.

Targeted Learning Initiative

We are pleased that our Targeted Learning Initiative (Tutor Learning Initiative) is continuing with DET funding into 2025. We have renamed this programme at LPS to Targeted Learning Initiative to provide our school community with a clearer picture of what this programme provides. We have a dedicated teacher who implements this programme. After analysing a range of student data and conversations with teachers and leadership, our TIL teacher provides students with support in classroom settings to either provide extension and challenges or further opportunities to practise important building‑block skills in both literacy and numeracy. The TIL teacher works and plans with class teachers and also provides coaching sessions for teachers when working with a particular class and cohort of students. Parents and carers are informed of when or if their child/ren will be participating in this programme. This is NOT a one‑on‑one tutoring programme, nor is it conducted in out‑of‑school hours. The TLI teacher generally works within the classroom with students and teachers or may take small groups when deemed appropriate out of the classroom.

Specialists and Library

Our specialist classes are Visual Arts, STEM and Health and Physical Education. Auslan lessons are taught by classroom teachers with Auslan skills being woven into everyday interactions at school. Our exciting library collection is well loved by students who can access information about our collection through the online Oliver system at home or at school. There is a direct link to Oliver on our website. Students can provide book reviews and suggest books to be purchased. Many families make donations to our library through our LPS Library Fund. We have a growing collection of indigenous stories and non‑fiction material.

Extra‑curricular

Extra‑curricular activities include excursions, incursions, camps and participation in district sporting events such as athletics carnival, summer and winter sports carnival and the district cross country held at Hanging Rock Reserve. We are proudly part of the Stephanie Alexander Kitchen Garden (SAKG) Programme which provides a range of academic, social‑emotional benefits to all of our students. All classes participate in cooking and gardening sessions throughout the year. Our Wil‑e‑mee Moor‑ing centre incorporates a four‑station SAKG kitchen area, library and open learning area. Our vegetable garden beds are tended to by students and staff participating in the SAKG programme.

Our classrooms and learning spaces

Our classrooms are all situated in the one building with a welcoming and inclusive class atrium area for small group activities, for individual students to work quietly read and share our library resources.

We have a dedicated Visual Arts room and multi‑purpose hall used for Physical Education sessions, whole school events and school assemblies. This space is also utilised by SchoolsOUT ¿ Before and After School Care programme.

At LPS we have beautiful grounds with a variety of play areas to suit the needs of all students. Students can participate in team games and activities, climb on equipment, sit with a group of friends or play imaginative games creating a world of their own to share with friends. Our grounds provide spaces for all of these inclusive activities to cater for different genders, interests and abilities.

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 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 helping 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

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.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division at kormarrung@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 Human Resources website.

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 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'; and

- 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 Wednesday 22 October 2025 at 11.59pm

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