Classroom Teacher Position | Join Our New School in ****
Department of Education Victoria – Casey VIC
2d ago , from Department of Education & Training Victoria
This isa rare opportunity tobepart ofa founding team helping toshape the culture, practices, andidentity of a new school. We welcome
passionate, reflective and forward-thinking staff
who want to make a lastingdifference.
Kulap Primary School is a brand-new,governmentprimaryschool opened in the heart of Clyde's Riverland estate, within the City ofCasey-one of Victoria's fastest-growing and most diverse communities.Opened inTerm 1, ****, Kulap will cater for students from Foundationto Year 6 with capacity for up to 525 students, including a co-located kindergarten to support seamless early years transition.
We are proud to be part of the Victorian Government'sinvestmentin high-quality education and community infrastructure.Kulap Primary School willbemore than aplaceoflearning-itwillbe a communityhub, a centre for growth, innovation, and wellbeing.
Vision,MissionandValues Our Vision
Kulap Primary School's vision istoempower every childtothrive-academically, socially, andemotionally, ina nurturing and inclusive community that values curiosity, creativity, and a lifelong love of learning.
OurMission
Kulap Primary School'smission istoprovide students with thebest possible foundation inlife through a well-rounded education.
Our Values-THRIVE
Teamwork-We work together,listen toone another, andshare ideas toachieve common goals.Honesty-We act with integrity, tell the truth, and take responsibility for our actions.
Respect - We treat ourselves, others, andour environmentwith kindness, understanding,anddignity.Inclusion - We embrace diversity and ensure everyone feels safe, valued, and supported.
Valiant (Perseverance)-We keep going when things are challenging, showing resilience and a commitment toimprovement.
Excellence-Westrivetodo ourbestinallthatwedo, settinghigh standardsandtakingprideinourachievements.
Facilities&Design;
Our school will feature state-of-the-art,
environmentallysustainablebuildings and outdoor spaces
that are protected, accessible, and future-focused.These include:
SpecialistspacesforVisualArts, PerformingArts,DigitalTechnologies&STEM;
Full-sizedindoorgymnasiumanddramaspace
Co-locatedKindergartenforsmoothearlyyearstransition
Landscapedoutdoorareasforactiveandpassiveplay,sports,andwellbeing
Kulap Primary School's curriculum willalign with the
Victorian Curriculum
andreflect a
balanced approach
to teaching and learning that includes:
Evidence-basedexplicitinstructionforliteracyandnumeracy
Differentiatedinstructionandpersonalisedlearningplans
AstrongfocusonSTEAM,Digital Technologies,andFutureSkills
SpecialistprogramsinTheArts,PhysicalEducation,andScience
We willimplement a
Professional Learning Community (PLC)
model supported by
FISO 2.0
andHigh Impact Teaching Strategies (HITS) to ensure ongoing student achievement and teacher growth.
AtKulap,wellbeingis not anadd-on-itisfoundational.Ourproactiveandinclusivewellbeingframeworkwillinclude:
CulturallyresponsivepedagogyandKoorieinclusion
Pastoralcareprogramstosupportstudentvoiceandagency
Socialandemotionallearningembeddedintothedailycurriculum
CommunityEngagement&Partnerships;
Webelievein thepowerof
school-family-communitypartnerships.
Ourapproachincludes:
Collaborativeplanningwiththeco-locatedkindergartenforsmoothtransitions
Parentworkshops,communityevents,andcelebrationsoflearning
Stronglinkswithlocalcultural,sportingandcommunitygroups
Regularcommunicationandfeedbackloopswithfamilies
OurStaffCulture
KulapPrimarySchoolwillfosteracollaborative,professional,andinnovativeteachingculture.Staffwillbenefitfrom:
Pathwaysforleadershipdevelopmentandcareerprogression
ProfessionallearningalignedwithschoolgoalsandFISO2.0
Opportunitiestocontributetoshapinganewschool culturefromthegroundup
APlaceforEveryLearner
Kulap Primary School isproud tobea
culturally diverse andinclusive
learning community.We willserve a vibrant population,with students from a range of cultural and language backgrounds,including Punjabi, Sinhalese, and Hazaraghi, alongside representationfrom the Koorie community.We anticipate to have 45% of students from EAL
backgrounds.Webelieveeverychildcanlearn andwillbeempoweredtoreachtheirfullpotential.
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.
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.
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 adaptable work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace 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) ******
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 Secure 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
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 ****, 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'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** 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).
Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
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📌 Classroom Teacher Position | Join Our New School In 2027 (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne