Classroom Teacher Ongoing 2026

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Northern suburbs

Reference:

Location Profile

As our school continues to grow into 2026, we are seeking caring andkindeducators who have a growth mindset and are willing to continually improve their knowledge and skills to support the learning outcomes of our engaged students. We are proud to have a stable and consistent team of teachers and support staff who loveLearning Togetherwithin a positive culture ofZestandRespectfor each other and for our students and community.

If this aligns with your values and passion for evidence based pedagogical practices, we warmly invite you to apply and become part of our amazing team. Please feel free to call and come in for a tour with our LeadershipTeam.

School Profile

Kalkallo is a young growing community of diverse families and backgrounds. Gilgai Plains Primary School is located in the Cloverton Estate and is a community hub that reflects the needs and aspirations of its families. Kalkallo is located along the Hume Freeway, north of Melbourne, between Donnybrook and Merrifield, and is part of the North-West Victoria Region (NWVR).

Gilgai (pronounced Gihl-guy) is a Woiwurrung word of the Wurundjeri people meaning small waterhole. Our beautiful school opened in 2022 and caters to the diverse needs of all students and supports the needs of a vibrant and growing community. Our grounds provide valued room for students to be active, natural outdoor areas that reflect the surrounding environment and modern learning facilities that support our curriculum.

Vision

To develop confident, resilient and resourceful thinkers who strive to achieve their best and contribute to make the world a better place.

Teaching and Learning

Gilgai Plains Primary School has a strong and dedicated staff who strive to continually improve their practice and their impact on student learning outcomes. Our instructional practices are based on the Science of Learning (cognitive science research on how students learn) and a strong body of research supporting a systematic, explicit approach, particularly when it involves learning new concepts and operations. Our leadership team oversee staff professional learning to continue to build the knowledge and skills of our teachers. Gilgai Plains Primary implements a school wide instructional model which is Explicit Direct Instruction (EDI). Our teachers model the learning process of new concepts for students by using an 'I do, We do, You do' strategy and provide students with purposeful and understandable feedback to support achievement and success. Student interaction is very high which builds upon our student engagement. We use evidence based methods to ensure all students succeed and thrive in their learning.

We have an experienced and supportive student wellbeing team, to enhance our commitment to ensure all students¿ specific learning needs are met and to assist in the development of safe and supportive learning environments for all of our students.

Mission

• Teaching and reinforcing how to being kind to self, others and our environment
• Ensuring students feel safe, happy and well
• Greeting students with a smile and a hello and helping them to love coming to school
• Ensuring each student is seen
• Teaching students to be literate and numerate and give them experiences to continually grow and succeed
• Providing diverse learning opportunities
• Supporting students to work hard and allow others to be their best
• Helping students to have at least one good friend and teaching them how to make friends and keep friends
• Being the person they can go to when needed
• Teaching students to work and play by our values

Values

Our values guide our students and staff in our everyday actions and behaviours. Our school culture is built upon these 4 values and underpins how we work and play.

We act with KINDNESS

We behave with RESPECT

We display ZEST

We love LEARNING TOGETHER

Our Motto

Sparking joy in learning and compassion in Free Text Description here]

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 1 September 2025 at 11.59pm

Posted

19 August 2025

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