Location Profile

At Wallington Primary School, we provide an inclusive, high-quality education for all students where Respect, Responsibility, and Resilience are valued and embraced. Situated in the heart of the Bellarine Peninsula in a semi-rural setting, Wallington Primary School has been a focal point for the local community since 1868.

The community of Wallington is largely made up of small acreage allotments, designed for a low-density population. This factor creates a stable enrolment for the school. However, the size, rural aspect, magnificent environment and positive reputation of the school have attracted many students from the wider area. The school comprises of a modern main administration area and classrooms, including a recent extension adding two brand new classrooms, wellbeing space and meeting room. The multi-purpose room, arts centre and kitchen facility also provide the school with a space that is flexible and can be used by classes for a range of learning activities. This is enhanced to incorporate indoor and outdoor spaces, with bifold doors opening onto patios and the school oval. The playgrounds are spacious and provide students with abundant areas to stimulate their imaginations in a safe environment, including active and passive play, and structured and flexible activities.

We enjoy strong community engagement and attract students from across the Peninsula. With 133 students, a teaching staff of FTE 9.2, and support staff of FTE 7.1, we take pride in our small-school environment, collaborative staff culture, and commitment to evidence-based, innovative practices. Our teachers work cohesively to plan and implement a rigorous and sequential Victorian Curriculum 2.0 teaching and learning program with our VTLM 2.0 aligned instructional model.

A major focus of our program is the delivery of a differentiated and responsive curriculum to ensure all students are supported and extended in their learning. Through embedding the VTLM 2.0, we provide consistent approaches to teaching and learning that promote curiosity, engagement, and strong academic growth. Our development and implementation of a Multi-Tiered System of Supports (MTSS) approach strengthens both learning and wellbeing outcomes by providing targeted, tiered interventions that meet every student¿s needs.

Our smaller school size allows us to foster robust relationships and provide unique opportunities for all students to connect and learn together. Theme days, special events, and our Buddies Program highlight the inclusive and community-oriented nature of the school, helping students build confidence, empathy, and leadership skills.

At Wallington Primary School, we uphold high expectations and a strong belief that every student can learn and thrive. By living our values and embracing continuous improvement, our students are engaged, confident, and resilient learners who contribute positively to both the school and the wider community.

Priorities of the school are:

- - High expectations of all students
- Improving Literacy and Numeracy outcomes
- Build strong instructional leadership to enhance student learning and wellbeing
- Strengthen teacher expertise through aligned Victorian Curriculum 2.0 planning and assessment
- Embed consistent, responsive teaching practices using the VTLM 2.0 instructional model
- Foster positive partnerships with parents and carers through explicit, consistent communication
- Enhance wellbeing and engagement through strengthened multi-tiered systems of support
- Promote a culture of regular attendance and punctuality to support student success

School Values:

- Respect
- Resilience
- Responsibility

Our values underpin our belief that every student can be successful in learning and that we must always strive for continuous improvement in all that we do. By living these values, our students enjoy learning, actively engage in school and community life, and develop as independent, lifelong learners who contribute positively to both the school and the wider community.

Wallington Primary School is a vibrant and proactive learning community that nurtures the social, emotional, and academic growth of every student. Our dedicated staff are passionate about supporting students and creating a positive, inclusive setting where all can thrive.

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.

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 protected, 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 *******@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-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

- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Program Benefits

No job description available

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.

📌 Classroom Teacher (Bellarine)
🏢 Department of Education Victoria
📍 Bellarine