Classroom Teacher

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

This is a Higher Duties assignment. The role is 3 days per week however we welcome candidates to apply even if another time fraction suits your preference instead. 

The responsibilities are as follows:

Model Lalor East PS values in all dealings with members of the school and broader community

Be the lead contact for Disability Inclusion within the school

Audit and, where needed, adapt current school wide inclusive education practices: including policies, processes and programs

Co-ordinate Disability Inclusion profile meetings and support all necessary stakeholders through the process

Provide evidence-based professional learning to school staff relevant to the objectives of the role

Liaise with the school's Student Support Services (SSS) key contact and Regional Disability Co-Ordinator

Support appropriate school staff, student and parent/carer(s) to contribute to Disability Inclusion profile meetings

Play a key role in supporting students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for efficient transfer of information between services

Provide leadership to students, parents and school staff involved in creating and implementing high quality IEP's for all students with a disability, including student and parent voice in setting learning targets

Work collaboratively with the student wellbeing team to support students with disability to develop positive social skills, body safety and resilience

Build staff capacity to understand and implement evidence-based teaching and learning strategies to support all student learning within their classroom, inclusive of students with additional needs that align with student IEP's

Act as a source of advice for staff with differentiated teaching strategies appropriate for individual students with additional needs

With support from the Assistant Principal, lead the identification and collection of students to be included in the Nationally Consistent Collection of Data to better understand the needs of students with disability and how they can be best supported

Make a significant contribution as a member of the school Leadership team to support the implementation of the AIP and SSP

Other related duties as requested by the Principal and Assistant 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 ).

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

Other Information:

First Aid Certificate required.

Important information for Applicants

Applications MUST address the specified selection criteria. A limit of two pages covering all of the selection criteria is requested, along with a copy of your CV  Personal and other information should not exceed 2-3 pages. Applicants must make every attempt to lodge applications through Recruitment Online. In the rare case that applicants are unable to access Recruitment Online, e-mail applications received prior to the closing date will be accepted. Please email to: The applicant¿s name, contact details and the position number for which they are applying should be clearly displayed on the front page of any attachment. Application attachments are preferred in PDF format. Microsoft Word (.doc or .docx) format is also acceptable. Compressed files such as .zip files are not compatible with the Recruitment Online system. Graphics and artwork are not encouraged and should be kept to a minimum. Multiple attachments should not be used. Cover letters, references and other items, if included, should be incorporated into the one application attachment.

The names and contact details of up to three referees must be provided with the application.

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

Lalor East Primary School opened in 1972 in an established residential area of Thomastown (Approx 30 km north from Melbourne CBD) and serves a multicultural community. The current enrolment is 216 students.

By the end of their primary school education, our aim is for every child to be Literate, Numerate, Happy and Healthy and to reflect our values through their individual actions and active participation in our local and global community. We believe that every child can learn and we are committed to ensuring that students develop to their full capacity. Our school values are Respect, Honesty, Cooperation, Caring and Personal Best. These values underpin our decision making and interactions with each other and our broader school community. 

Our Annual Implementation Plan focuses on improving student outcomes in Literacy and Numeracy. Key actions that will contribute to this improvement are the introduction of a school wide instructional model and the use of peer observation and feedback. A consistent writing model is used across the school and has contributed to improvement in student outcomes in this area. Teaching teams meet weekly in PLTs to plan lessons and to assess, monitor and review student progress. Programs operate across the school to extend students and to identify and address any learning concerns. 

Specialist programs include Physical Education, Visual Arts and Music. Spanish is taught during Music lessons through a Content Language Integrated Learning approach. We also operate a play based Oral Language Program for students in Prep to Year 2. Classroom teachers deliver lessons in Digital Technologies and Library. 

Student voice and agency is valued at our school through our Junior School Council and Cyber Action Team. Students sit as representatives on various sub committees and frequently work together with staff on school improvement initiatives.

Our school is currently implementing the School Wide Positive Behaviours Program and is a lead school for the Respectful Relationships program

Our school has worked hard to build strong connections with families and community organisations as we believe these relationships and opportunities help to improve educational expectations and support student engagement and achievement. Our strong partnerships with The Smith Family, Berry Street, Eat Up and Semper Dental are integral to our work. Playgroups operate at our school on Monday morning (Berry Street). We operate a daily breakfast club. TheirCare operate Before And After School Care.

In 2019, the Victorian Government allocated $ million through the state budget to Lalor East Primary School as part of the Permanent Modular School Buildings Program. This project was completed at the beginning of 2021 and saw the modernisation of the teaching and administration wings at the school. Teachers utilise a co-teaching model that sees two or more teachers work together to plan, teach, assess and monitor student wellbeing needs. Breakout rooms provide space for intervention, extension and small group work. Dedicated spaces are also available to support STEAM.

The school has a strong commitment to the innovative use of Digital Technologies. A range of mobile devices are used to support teaching and learning programs. The Multipurpose Centre provides excellent additional, flexible learning spaces for Physical Education, Music and class/whole school activities.

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