Performing Arts Teacher

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

Applicants are asked to demonstrate:

A strong commitment to high-quality teaching and learning that supports the whole child¿s growth¿academic, social, emotional, and physical.

Capacity to work collaboratively with colleagues to continually improve teaching practice, informed by ongoing professional learning and data-driven decision making, with a focus on differentiated learning for all students.

Understanding of the Professional Learning Community (PLC) model, including the ability to monitor and assess student data to inform explicit teaching and improve outcomes.

High-level communication and interpersonal skills, including the ability to develop strong, collaborative relationships with students, parents, and colleagues.

Commitment and capacity to contribute actively to a broad range of school activities, including leadership opportunities within the school community.

- An ability to plan, develop and implement an exemplary Performing Arts program. Knowledge and skill in playing a musical instrument (eg: keyboard) would be advantageous.

Please note: the written response for each of the key selection criteria above should be no more than one A4 page each.

Role

POSITION OVERVIEW: GENERALIST TEACHER

The generalist teacher will demonstrate a high level of curriculum knowledge, quality teaching skills and successful application of assessment and reporting strategies appropriate for individual students in accordance with the Australian Professional Standards for Teachers.

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-curricular activities.

Qualifications - Mandatory

• Certificate or Degree conferred by a recognised teacher training institution.
• Successful participation in professional learning curriculum programs.
• Skills in the use of computers for personal and classroom applications.

Responsibilities

At Brighton Primary School the responsibilities of a generalist teacher include:

• Collaborative planning and delivery of programs that met all students¿ needs that improve student learning outcomes
• demonstrating quality learning and teaching practices
• participating in the implementation of the School Strategic Plan
• accepting collective responsibility for student wellbeing
• being an active and productive team member
• maintaining accurate and comprehensive records of programs and student assessment that are in line with school policy and current curriculum guidelines
• participating in weekly planning and professional learning
• participating in the school¿s student teacher program when required
• reporting to parents according to the required format and more frequently if needed
• any other responsibilities as negotiated by the principal.

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:

Other Information
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.

Location Profile

OUR MISSION & VISION

At Brighton Primary School, our reputation rests on honouring our history, focusing on the present, and preparing for the future. The growth of our children is at the heart of our community. By nurturing the whole child¿academically, socially, emotionally, and physically¿we foster a sense of belonging and achievement through meaningful relationships and rich learning experiences.

Our vision is to build a community of active learners who can meet the challenges of a rapidly changing world and become responsible global citizens. Brighton Primary School develops the attributes of the IB learner profile while ensuring all students acquire deep knowledge and strong foundational skills.

We value our colleagues as reflective educators who embrace evidence-based practice, who are open to new ideas, and who are committed to preparing students as critical thinkers and lifelong learners.

OUR APPROACH TO TEACHING AND LEARNING

At Brighton Primary School, explicit teaching is central to our practice. Approximately 80% of instructional time is dedicated to structured, evidence-based teaching that builds strong foundational knowledge and skills across literacy, numeracy, and other curriculum areas. This approach ensures students master essential content and can apply their learning with confidence.

In addition, around 20% of learning time is dedicated to guided inquiry, where students apply and extend their knowledge in meaningful contexts. As an IB Primary Years Program (PYP) school, our approach blends the strengths of explicit instruction with the opportunities for guided inquiry to ensure all students thrive. Through inquiry, they explore concepts, ask questions, and develop higher-order thinking skills, fostering curiosity, creativity, and deep understanding. Knowledge of the IB PYP is NOT essential.

Our unique blend of explicit instruction and guided inquiry provides a powerful balance: students gain the solid knowledge base they need while developing the independence, problem-solving abilities, and global outlook that prepare them for the future.

SCHOOL OVERVIEW

Brighton Primary School, established in 1875, is located in the bayside suburb of Brighton, 12 kilometres from Melbourne¿s CBD. With deep generational ties, our school is strongly supported by the School Council and parent community.

The school caters for approximately 550 students across 24¿26 classes, including 18¿20 students with moderate to profound hearing loss enrolled in our regional Deaf Facility. Our inclusive culture ensures all students learn in an environment of shared responsibility and collaboration.

Facilities include purpose-built specialist learning spaces for Science, Music, Art, Physical Education, and Performing Arts, alongside a modern library and collaborative learning spaces. Our spacious grounds feature landscaped play areas, adventure playgrounds, fitness circuits, and a student-designed Wonder Garden, reflecting the school community¿s strong investment in our facilities.

Applications close Friday 3 October 2025 at 11.59pm

Posted

9 September 2025

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