SC1 ¿ Curriculum, Literacy, Numeracy and Inclusive Practice

Demonstrated knowledge of the Victorian Curriculum and the ability to plan and deliver high-quality literacy and numeracy instruction. Demonstrated capacity to use evidence-informed teaching approaches and to differentiate learning through appropriate adjustments, intervention and extension to respond to the diverse learning needs of students.

SC2 ¿ Victorian Teaching and Learning Model 2.0 and Effective Teaching Practice

Demonstrated knowledge and application of the Victorian Teaching and Learning Model 2.0, including explicit teaching, purposeful routines, modelling, scaffolding, checking for understanding, guided practice, retrieval practice and responsive feedback. Demonstrated ability to evaluate the impact of teaching practice on student learning, engagement and growth.

SC3 ¿ Assessment, Data and Feedback

Demonstrated experience in using formative and summative assessment, student learning data and evidence of learning to identify student needs, inform teaching and monitor progress over time. Demonstrated ability to provide timely, specific and actionable feedback to students and to communicate student learning, growth and achievement effectively with students and families.

SC4 ¿ Collaboration, Engagement and Wellbeing

Demonstrated interpersonal and communication skills and the ability to establish positive, respectful and inclusive relationships with students, families, colleagues and the broader school community. Demonstrated capacity to contribute effectively to collaborative planning and Professional Learning Communities and to support student agency, wellbeing, engagement and positive behaviour.

SC5 ¿ Professional Learning and Continuous Improvement

Demonstrated behaviours and attitudes consistent with Department values and a commitment to high expectations for every learner. Demonstrated capacity to reflect critically on teaching practice, seek and respond to feedback, engage in professional learning and collaborative inquiry, and use evidence to continually improve teaching practice and student outcomes.

Selection Criteria

SC1 ¿ Curriculum, Literacy, Numeracy and Inclusive Practice

Demonstrated knowledge of the Victorian Curriculum and the ability to plan and deliver high-quality literacy and numeracy instruction. Demonstrated capacity to use evidence-informed teaching approaches and to differentiate learning through appropriate adjustments, intervention and extension to respond to the diverse learning needs of students.

SC2 ¿ Victorian Teaching and Learning Model 2.0 and Effective Teaching Practice

Demonstrated knowledge and application of the Victorian Teaching and Learning Model 2.0, including explicit teaching, purposeful routines, modelling, scaffolding, checking for understanding, guided practice, retrieval practice and responsive feedback. Demonstrated ability to evaluate the impact of teaching practice on student learning, engagement and growth.

SC3 ¿ Assessment, Data and Feedback

Demonstrated experience in using formative and summative assessment, student learning data and evidence of learning to identify student needs, inform teaching and monitor progress over time. Demonstrated ability to provide timely, specific and actionable feedback to students and to communicate student learning, growth and achievement effectively with students and families.

SC4 ¿ Collaboration, Engagement and Wellbeing

Demonstrated interpersonal and communication skills and the ability to establish positive, respectful and inclusive relationships with students, families, colleagues and the broader school community. Demonstrated capacity to contribute effectively to collaborative planning and Professional Learning Communities and to support student agency, wellbeing, engagement and positive behaviour.

SC5 ¿ Professional Learning and Continuous Improvement

Demonstrated behaviours and attitudes consistent with Department values and a commitment to high expectations for every learner. Demonstrated capacity to reflect critically on teaching practice, seek and respond to feedback, engage in professional learning and collaborative inquiry, and use evidence to continually improve teaching practice and student outcomes.

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

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 (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) via*******@education.vic.gov.au





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-protected-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

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 atRecruitment in Schools.

Location Profile

Avenel Primary School is a welcoming and growing rural school located in the township of Avenel in North East Victoria. With approximately 125 students from Foundation to Year 6, we offer the benefits of a smaller school community where students are known, valued and supported, while maintaining a strong focus on high-quality teaching and learning.

Our school vision is centred on excellence, inclusion and high expectations for every learner. Our school values ¿ Be a Learner, Be a Mate and Give Something Back ¿ are embedded throughout our classrooms, playground and wider community.

Avenel Primary School is committed to evidence-informed teaching practice. Our current improvement work includes the Victorian Teaching and Learning Model 2.0, explicit instruction, Structured Literacy, formative assessment, retrieval practice and the ongoing development of consistent approaches to mathematics teaching. Staff work collaboratively through Professional Learning Communities and shared planning to strengthen curriculum, assessment and classroom practice.

Inclusion and student wellbeing are central to our work. We are developing a strong Multi-Tiered System of Supports (MTSS), alongside School-Wide Positive Behaviour Support, targeted intervention and individualised adjustments to ensure students can access, participate in and experience success at school.

Students at Avenel Primary School benefit from a broad range of learning opportunities including Visual Arts, Performing Arts, STEM, Physical Education, camps, excursions, sporting opportunities, student leadership, choir, community projects and enrichment programs. We value student voice and provide opportunities for students to contribute meaningfully to their school and community.

Our staff are a collaborative and supportive team who are committed to continual improvement and achieving positive outcomes for students. We value professional learning, open dialogue, shared responsibility and staff who are willing to contribute their strengths to our school.

Avenel is a supportive rural community with convenient access to surrounding centres including Seymour, Nagambie and Euroa. The school has strong connections with families, local organisations and the broader Avenel community.

We welcome applications from educators who are enthusiastic, reflective and committed to providing inclusive, high‑quality learning experiences for every student.

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📌 Classroom Teacher (Strathbogie)
🏢 Government schools
📍 Strathbogie