Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Grampians - Ballarat

Reference: 1545479

Location Profile

Buninyong Primary School is a multi-campus school comprising sites at Buninyong, a semi-rural town located 15 kilometres south of Ballarat, and Scotsburn, a small rural settlement six kilometres further south on the Midland Highway. The original schools, established in 1873 and 1879 respectively, were successfully amalgamated in 1994. While enjoying the benefits of easy access to Ballarat and proximity to Mt. Clear College and the University of Ballarat, Buninyong Primary School retains the unique and friendly sense of community associated with a small town. Current enrolment is 520 with 30 at Scotsburn and 490 at Buninyong.

The school maintains a strong sense of community and there is a very high level of parental support and involvement. The school is closely connected to the broader Buninyong and Scotsburn communities.

The school offers every student a comprehensive seven-year sequential program in all key learning areas. There are 22 classes running at the Buninyong Campus and 2 at the Scotsburn Campus. Collaboration is a focus at our school, with each teacher working in planning teams that have common release time each week.

A whole school approach to the delivery of programs is a priority and provides a seamless transition from year to year for our students. A rich curriculum includes specialist programs in Art, Music, Physical Education, Japanese & STEM.

Being a large school, we can provide students with a broad range of extra-curricular activities, including debating, leadership roles, camps, choirs, sporting competitions, concerts, fetes, Energy Breakthrough and performing arts events (eg, Victorian State School Spectacular). The school has a solid history in terms of the use of learning technologies as a means of engaging students and promoting learning. We have an electronic smartboard or interactive TV in every classroom.

An Outside of School Hours Program operates before and after school each day in the gym which is run by the school.

Facilities wise, we are well-equipped with most of our buildings being permanent. We have designated spaces for Music, Art, Library, PE, Japanese and STEM. We have worked hard on our playgrounds in recent years and have created play spaces that are functional, interesting and cater for a wide variety of play options. As such, our yard at break times is full of action and is enjoyed by our students. Both school sites continue to be developed with particular attention to sustainability.

We believe that all students can and will learn effectively and grow in confidence and self-esteem as they achieve success in curriculum areas, acquire decision making and problem-solving skills and learn to operate effectively as members of a team. Students are encouraged in the pursuit of excellence, and everyone¿s talents and contributions are recognised and valued equally. Our school provides a supportive, flexible, caring and positive setting in which all children are treated with respect.

Our high expectations of students, both academically and behaviourally, encourage them to achieve their full potential, developing skills which will enable them to adapt in a changing world and make a positive contribution to society. The school values of Respect, Responsibility and Kind guide behavioural expectations for everyone involved in our school.

Buninyong Primary School is committed to being a `Child Safe¿ school with, and expectation that, all staff commit to our Child Safe policy and Child Safe Code of Conduct. Appropriate rigorous reference and background checking will be undertaken for this selection process, including a Working with Children Check and police record and identity check. We are committed to the safety, participation and empowerment of all children.

We are also committed to meeting the needs of all students, including those with a disability, our indigenous students and children from culturally and/or linguistically diverse backgrounds.

Selection Criteria

As this position will attract higher duties allowance to Leading Teacher level, please respond to the Selection Criteria set out in "Other Information".

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.

As this position will attract higher duties allowance to Leading Teacher level, please respond to the Selection Criteria set out in "Other Information".

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, recent 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 flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace 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) via [email protected]

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 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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

As this position will attract higher duties allowance to Leading Teacher level, please be aware of the following Role and Responsibilities and respond to the following Selection Criteria,

Role The Leading Teacher ¿ ICT and Digital Learning is a key member of the school leadership team and has responsibility for leading the strategic direction, implementation and ongoing development of Information and Communication Technologies (ICT) and digital learning across Buninyong Primary School.

The role combines educational leadership with strategic oversight of the school's ICT systems, infrastructure, devices and digital platforms. The successful applicant will work collaboratively with the Principal, Assistant Principals, Leading Teachers, Learning Specialists, teaching and education support staff, technical support providers and relevant external agencies to ensure that ICT effectively supports high-quality teaching, learning and school operations.

A significant initial priority of the role will be to lead Buninyong Primary School's transition to a school-provided device model for students in Years 3¿6 from 2027, including the planning, implementation, monitoring and ongoing refinement of the new approach.

The Leading Teacher will also provide whole-school leadership for the purposeful, developmentally appropriate and policy-aligned use of digital devices across Foundation¿Year 6. This will include supporting staff to make informed decisions about when digital technologies enhance learning and when non-digital approaches are more appropriate.

A key focus of the position is building the capability of staff to use digital technologies purposefully, effectively and responsibly while ensuring that the school's ICT environment is reliable, secure, sustainable and responsive to current and emerging needs.

The Leading Teacher ¿ ICT and Digital Learning will provide leadership in the implementation of Department of Education policies and requirements relating to digital technologies, student device use, privacy, cyber security, digital safety and appropriate technology use.

As a Leading Teacher, the successful applicant will be a highly skilled classroom practitioner who models exemplary practice, supports and develops the practice of colleagues, leads whole-school improvement and contributes to the achievement of the school's Strategic Plan and Annual Implementation Plan priorities.

Responsibilities The responsibilities of the Leading Teacher ¿ ICT and Digital Learning will include, but are not limited to:

2027 Student Device Transition and F¿6 Digital Device Use

- Lead the planning, implementation and evaluation of Buninyong Primary School's 2027 transition to school-provided devices for students in Years 3¿6.
- Develop and oversee an implementation plan that supports a smooth transition from the school's previous device arrangements to a sustainable school-provided model.
- Provide strategic advice to the Principal and leadership team regarding the selection, procurement, allocation, configuration, management, maintenance and replacement of student devices.
- Establish effective systems for the distribution, collection, storage, charging, maintenance and tracking of school-provided devices.
- Work collaboratively with technical support providers to ensure devices are appropriately configured, managed and supported.
- Develop clear school processes and expectations for student access to and use of school-provided devices.
- Lead the development and implementation of a consistent F¿6 approach to appropriate digital device use, aligned with Department policy and Victorian Curriculum requirements.
- Support staff to understand expectations regarding appropriate levels and purposes of digital device use across different stages of primary schooling.
- Work with teaching teams to ensure digital devices are used where they provide clear educational value and that appropriate non-digital approaches remain an integral part of classroom practice.
- Support consistent school-wide approaches to handwriting, reading, explicit instruction, assessment and other learning experiences where non-digital approaches may be preferred or required.
- Monitor the implementation and impact of the school's approach to student device use and recommend adjustments where appropriate.
- Develop clear information and guidance for students, staff and families regarding the school's device model and expectations for responsible use.
- Promote equitable access to digital technologies while ensuring technology use remains purposeful, safe and developmentally appropriate.

Strategic ICT Leadership

- Lead the development, implementation and evaluation of a whole-school ICT and digital learning strategy aligned with the School Strategic Plan, Annual Implementation Plan and Department priorities.
- Provide strategic advice to the Principal and leadership team regarding ICT infrastructure, devices, software, digital platforms and emerging technologies.
- Develop a sustainable, long-term device lifecycle and replacement strategy for school-owned student and staff devices.
- Lead forward planning for ICT expenditure, including forecasting future device, infrastructure, licensing and support requirements.




- Contribute to school budget planning and provide recommendations regarding ICT priorities, expenditure and future investment.
- Evaluate the effectiveness, educational value and sustainability of existing and proposed digital platforms, applications and technologies.
- Coordinate ICT projects and initiatives across both campuses and monitor their implementation and impact.
- Maintain an understanding of emerging technologies and their potential implications for primary education.

ICT Systems and Infrastructure

- Provide leadership and oversight of the school's ICT infrastructure, networks, devices, software and digital platforms.
- Work closely with Department technical support services, technicians, contractors and external providers to maintain reliable and effective ICT systems.
- Coordinate processes for identifying, prioritising and escalating ICT issues and ensure appropriate systems are in place for staff to access technical support.
- Oversee the effective management, deployment and tracking of school-owned devices and digital resources.
- Support the administration and effective use of key school digital systems and platforms.
- Maintain appropriate documentation relating to ICT systems, devices, processes, procedures and asset management.
- Support effective and consistent ICT provision across the Buninyong and Scotsburn campuses.
- Contribute to business continuity and contingency planning relating to critical ICT systems and services.

Digital Learning and Curriculum

- Lead the purposeful and evidence-informed integration of digital technologies across the curriculum.
- Support teachers to make informed decisions about when technology adds educational value and when a non-digital approach is more appropriate.
- Lead implementation of relevant Victorian Curriculum Digital Technologies requirements.
- Model exemplary teaching practice incorporating effective and appropriate use of digital technologies.
- Work collaboratively with curriculum leaders and teaching teams to ensure technology supports, rather than drives, high-quality instructional practice.
- Support the development of students' digital literacy, digital citizenship and responsible use of technology.
- Monitor and evaluate the impact of digital technologies on student learning, engagement and achievement.
- Support a consistent approach to digital device use across year levels while recognising developmental differences between Foundation¿Year 2 and Years 3¿6.

Staff Capability and Professional Learning

- Identify staff professional learning needs relating to ICT, digital learning and appropriate device use.
- Plan, lead and evaluate professional learning that builds staff confidence and capability.
- Support teachers during the transition to the 2027 school-provided device model, including practical support for classroom implementation.
- Provide coaching, mentoring, modelling and practical support to teachers and education support staff.
- Develop accessible resources, procedures and guidance to support consistent ICT practices across the school.
- Promote collaboration and sharing of effective digital practice between staff and teams.
- Build staff capability so that effective use of ICT is sustainable and responsibility is distributed across the school.

Cyber Safety, Security and Responsible Technology Use

- Promote and support compliance with Department requirements relating to cyber security, privacy, information security and appropriate use of digital technologies.
- Lead school approaches to digital citizenship, cyber safety and responsible technology use.
- Work with leadership and technical support providers to identify and respond appropriately to ICT security risks and emerging issues.
- Support staff to understand their responsibilities regarding privacy, student information and the safe use of digital platforms.
- Contribute to the development, implementation and review of relevant school policies and procedures.
- Provide leadership and guidance regarding the safe, ethical and educationally appropriate use of emerging technologies, including artificial intelligence.

Leadership and Whole-School Improvement

- Actively contribute as a member of the school leadership team.
- Lead and manage whole-school improvement initiatives relevant to the responsibilities of the position.
- Use evidence and data to evaluate initiatives and inform future priorities.
- Develop the knowledge, practice and professional engagement of colleagues through modelling, collaboration, coaching and skilled learning.
- Contribute to the development and implementation of school policies, processes and strategic priorities.
- Build productive relationships with students, staff, families, Department personnel, service providers and the wider school community.
- Undertake other leadership responsibilities consistent with the classification of Leading Teacher and the school's priorities as determined by the Principal.

Key Selection Criteria

KSC 1 ¿ Educational Leadership and Curriculum Expertise

Demonstrated expert knowledge of curriculum, teaching and learning and the capacity to lead whole-school improvement. Demonstrated ability to lead the purposeful, evidence-informed and developmentally appropriate use of digital technologies to enhance student learning, engagement and achievement.

KSC 2 ¿ Leading Teaching and Building Staff Capability

Demonstrated ability to model exemplary teaching practice and to lead, mentor, coach and support teachers to improve their practice. Demonstrated capacity to design and deliver effective professional learning and build the confidence and capability of staff in the effective integration of ICT and digital technologies across the curriculum.

KSC 3 ¿ Assessment, Evidence and Improvement

Demonstrated exemplary ability to monitor and assess student learning and use evidence to inform improvement. Demonstrated capacity to evaluate the effectiveness and impact of ICT initiatives, digital technologies and platforms on teaching, learning and school operations and to use evidence to inform strategic planning and decision-making.

KSC 4 ¿ ICT Strategy, Systems and Digital Technologies

Demonstrated high-level knowledge, experience and capability in leading ICT and digital technologies within a school or comparable educational environment. This includes demonstrated capacity to provide strategic leadership in relation to ICT infrastructure, school-owned device programs, digital platforms and applications; coordinate technical support and external providers; manage ICT projects and resources; and support reliable, sustainable and effective digital systems.

KSC 5 ¿ Communication, Collaboration and Change Leadership

Demonstrated exemplary interpersonal and leadership skills and the capacity to develop productive relationships with students, staff, parents/carers, school leaders, technical personnel and external providers. Demonstrated ability to lead change, communicate complex or technical information clearly to a range of audiences and build collective responsibility for the effective implementation of whole-school initiatives.

KSC 6 ¿ Professional Leadership and Department Values

Demonstrated commitment to professional learning and continuous improvement for self and others. Demonstrated ability to reflect on practice, lead innovation and improvement, and model professional behaviours consistent with Department values. Demonstrated capacity to contribute effectively to whole-school leadership, strategic planning and the achievement of school priorities.

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Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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 2024, 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 2016 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 at Recruitment in Schools.

Applications close Sunday 4 October 2026 at 11.59pm Posted 21 September 2026

📌 Classroom Teacher (Ballarat)
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