Classroom Teacher

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Southern suburbs

Reference:

Location Profile

Banyan Fields Primary School is located in Carrum Downs and currently has a growing school population, currently over 500 students ranging from F-6.

Mission

At Banyan Fields Primary School our mission is to provide quality teaching and learning where children become confident, enthusiastic learners and socially competent, community builders. We are proud of the high calibre students who leave us prepared to flourish in their future lives, having learned and practiced regularly the school¿s values:

• Belonging: Including everyone using the common themes of acceptance; tolerance; caring and loyalty.
• Resilience: Bouncing back using the common themes of learning from mistakes; mental toughness and never give up, even when it is hard.
• Ambition: My very best effort using the common themes of high expectations of myself and others; spirit; future success; self-belief and doing my very best.
• Integrity: Always doing the right thing using the common themes of truth, honesty and trust.

Our aim for our students is that they experience a seamless education from pre-school to year 12; we work hard to develop relationships with the neighbouring kindergartens, local primary school and high school to do this and promote effective, supportive transitions. We offer a wide range of programs and opportunities for children to develop their potential intellectually, emotionally and socially in a secure, caring environment.

Curriculum, Teaching and Learning

Our curriculum is constantly reviewed to ensure the children receive engaging and stimulating programs based on the Victorian Curriculum and a diverse program of extra-curricular activities. Our teachers are skilled in developing hands-on, interactive and engaging learning tasks that are relevant to students. They too provide opportunities for students to apply their learning in a range of contexts, using appropriate technological devices to assist them. We integrate learning topics together, so a range of ideas are addressed at one time, allowing students to be creative and develop their resourcefulness, reflectivity, communication and collaboration skills. We encourage students to make mistakes This means they are trying new things, pushing themselves and having to overcome the barriers to their learning; in doing so developing their resilience.

Our teachers track all students¿ progress academically and in other aspects of their school lives. Some students receive additional support from a wide range of Allied Professionals who work with the school. These professionals include psychologists, counsellors, speech therapists, occupational therapists and a Chaplain. Students can access these programmes through liaison with the classroom teacher and dedicated wellbeing team.

Leadership and Governance

We have strong leadership and mentoring structures to support skill development of all students which underpins our approach to student wellbeing. Our proactive School Council ensure that we are meeting our aims and accountabilities. This is viewed upon positively by the school¿s leadership team in recognition that a certain level of challenge ensures we continue to grow and develop as a school. We have a robust Performance and Development process that ensures our teachers/staff are stretched, challenged and supported, so they can do the same for our students.

Community engagement

We are extremely proud of the schools standing within the community. Working together in an educational partnership has amazing advantages and potential for all. We pledge to our community that we will work relentlessly to provide the best possible educational environment for all our students to flourish. Banyan Fields Primary School truly aims to be the ¿Heart and spirit of the Community.

Child Safe Standards Our Commitment

Banyan Fields Primary School is compliant with the Child Safe standards. We are committed to the safeguarding and promoting the wellbeing of all our young people. We set very high levels of care for each individual student and expect that all staff and volunteers who work at the school have the same high levels of commitment.

All employees are expected to keep up to date with the requirements of mandatory reporting, become familiar with the relevant Child Safe policies and those associated with it, and uphold the professional characteristics of adults working with children (e.g. VIT; The Victorian Teaching Profession Code of Conduct.)

Application requirements

Applicants are required to save their application using their full name as the document name.

Only one document should be submitted containing all relevant information e.g. CV and responses to the Key Selection Criteria should be written together.

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 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.

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

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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:

DE Values

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:

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Applications close Monday 22 September 2025 at 11.59pm

Posted

9 September 2025

---