1. Curriculum, Literacy, Numeracy and Differentiated Practice
Demonstrated knowledge and understanding of the Victorian Curriculum and/or VPC/VM curriculum, and the ability to design and deliver engaging, purposeful and differentiated learning that responds to students working at significantly different levels of achievement.

2. Victorian Teaching and Learning Model (VTLM 2.0) and High-Impact Teaching Practice
Demonstrated understanding of the Victorian Teaching and Learning Model 2.0 and the ability to apply evidence-informed teaching practices to create engaging, structured and accessible learning experiences.

3. Student Engagement, Behaviour and Wellbeing
Demonstrated capacity to build strong, respectful relationships with students and respond effectively to complex behaviour, wellbeing and engagement needs using trauma-informed, restorative and strengths-based approaches.

4. Collaboration, Teamwork and Professional Learning
Demonstrated ability to work collaboratively as part of a multidisciplinary team, contributing positively to a culture of professional learning, shared responsibility and continuous improvement.

5. Assessment, Student Support and Individualised Pathways
Demonstrated capacity to use assessment, student voice, attendance, wellbeing and other relevant information to identify individual learning needs, monitor progress and develop meaningful pathways for students.

Selection Criteria

1. Curriculum, Literacy, Numeracy and Differentiated Practice
Demonstrated knowledge and understanding of the Victorian Curriculum and/or VPC/VM curriculum, and the ability to design and deliver engaging, purposeful and differentiated learning that responds to students working at significantly different levels of achievement.

2.



Victorian Teaching and Learning Model (VTLM 2.0) and High-Impact Teaching Practice
Demonstrated understanding of the Victorian Teaching and Learning Model 2.0 and the ability to apply evidence-informed teaching practices to create engaging, structured and accessible learning experiences.

3. Student Engagement, Behaviour and Wellbeing
Demonstrated capacity to build robust, respectful relationships with students and respond effectively to complex behaviour, wellbeing and engagement needs using trauma-informed, restorative and strengths-based approaches.

4. Collaboration, Teamwork and Professional Learning
Demonstrated ability to work collaboratively as part of a multidisciplinary team, contributing positively to a culture of professional learning, shared responsibility and continuous improvement.

5. Assessment, Student Support and Individualised Pathways
Demonstrated capacity to use assessment, student voice, attendance, wellbeing and other relevant information to identify individual learning needs, monitor progress and develop meaningful pathways for students.

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



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📌 Classroom Teacher: FLO setting: Yuille Campus (Ballarat)
🏢 Government schools
📍 Ballarat