Classroom Teacher

Clyde Creek Primary School is a brand-new multi‑campus school located in the City of Casey. Having opened in 2022 as part of the Victorian Government commitment to deliver 100 new schools between 2019 – 2026, we currently have 760 students across both our Primary Campus and Specialist Campus. We have classes across Year Prep – Year 6.

Our beautiful school facilities support our commitment to our school mission, vision and values.

Clyde Creek Primary School’s mission is to provide a high‑quality education in a safe, connected and inclusive environment that nurtures individual abilities and life‑long learners.

Clyde Creek Primary School’s vision is to:

- Foster a respectful, inclusive community.

- Develop high expectations for learning growth.

- Create the conditions for students to succeed.

- Support responsible, engaged and empowered learners.

- Promote positive partnerships between home, school and the wider community.

Clyde Creek Primary School’s values are: CARE, COLLABORATION, PERSISTENCE and SUCCESS.

CARE:

- We model and demonstrate care for ourselves, each other, our learning, our environment and our community.

- We are polite, friendly, empathetic/respectful, inclusive and show genuine kindness.

- We are a community of students, staff and families supporting the hopes and educational aspirations of all.

COLLABORATION:

- We work in partnership with other students, staff, parents, and carers to listen, learn and evolve together.

- We value teamwork to help each other to grow and achieve.

- We communicate, build trust, support and inspire each other.

PERSISTENCE:

- We are motivated to learn and succeed.

- We persist and use our growth mindset, giving our best efforts in all of our learning.

- We practice, self‑reflect, problem‑solve, and build resilience.

- We persist with challenges and build resilience.

SUCCESS:

- We recognise we are all members of the school community who are encouraged to be confident, positive, persistent and resilient.

- We continually work to achieve our personal best as we embrace new learning.

- We are drivers of our own learning and take pride in ourselves and school.

- We encourage each other's success and always strive for our personal best.

- We are ambitious learners and work hard towards our goals.

See our school values, classes and grounds in action.

A tour of our Specialist Campus is available on 12th and 13th November 4.00 – 4.30pm. To register your interest, please email Business Manager Terri Gwynne – terri.gwynne@education.vic.gov.au.

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 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 in defining quality teacher practice.

- 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 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 (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 marungg@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 programmes provided.

- 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 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';

- 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 Wednesday 31 December 2025 at 11.59pm

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