SC1 ¿ Curriculum knowledge and responsiveness to student needs

Demonstrated knowledge of the Victorian Curriculum F¿10, with a strong focus on literacy and the ability to incorporate numeracy skills where relevant. Demonstrated ability to develop engaging literacy-based learning experiences using a diverse range of texts and educational resources, and to respond to the varied learning needs, abilities and interests of students in small rural schools and multi-age classrooms.

SC2 ¿ Effective teaching and program delivery

Demonstrated experience in planning and implementing high impact teaching strategies informed by how students learn. Demonstrated ability to deliver a coherent MARC program across multiple schools, complement classroom teaching and foster students¿ reading engagement. Demonstrated capacity to evaluate and adapt teaching programs to improve student learning growth.

SC3 ¿ Assessment, feedback and evidence-informed practice

Demonstrated experience in monitoring and assessing student learning and using evidence to inform teaching and differentiation. Demonstrated ability to collaborate with classroom teachers to identify learning needs, monitor progress and provide meaningful feedback to students and contribute to communication with parents and carers about student learning growth and achievement.

SC4 ¿ Communication, collaboration and organisation

Demonstrated interpersonal, communication and organisational skills, including the ability to establish and maintain collaborative relationships across a cluster of schools. Demonstrated capacity to work with students, staff, principals, parents and carers to support student learning, agency, wellbeing and engagement. Demonstrated ability to coordinate service delivery and manage mobile library resources to provide equitable access and respond to shared cluster priorities.

SC5 ¿ Professional values, reflection and ongoing learning

Demonstrated behaviours and attitudes consistent with Department values, including a commitment to inclusion and equitable educational opportunities for rural and regional students. Demonstrated ability to work independently and collaboratively, reflect on teaching practice and participate in professional learning within and across school communities to continually improve the quality and impact of the MARC program.

Selection Criteria

SC1 ¿ Curriculum knowledge and responsiveness to student needs

Demonstrated knowledge of the Victorian Curriculum F¿10, with a strong focus on literacy and the ability to incorporate numeracy skills where relevant. Demonstrated ability to develop engaging literacy-based learning experiences using a diverse range of texts and educational resources, and to respond to the varied learning needs, abilities and interests of students in small rural schools and multi-age classrooms.

SC2 ¿ Effective teaching and program delivery

Demonstrated experience in planning and implementing high impact teaching strategies informed by how students learn. Demonstrated ability to deliver a coherent MARC program across multiple schools, complement classroom teaching and foster students¿ reading engagement. Demonstrated capacity to evaluate and adapt teaching programs to improve student learning growth.

SC3 ¿ Assessment, feedback and evidence-informed practice

Demonstrated experience in monitoring and assessing student learning and using evidence to inform teaching and differentiation. Demonstrated ability to collaborate with classroom teachers to identify learning needs, monitor progress and provide meaningful feedback to students and contribute to communication with parents and carers about student learning growth and achievement.

SC4 ¿ Communication, collaboration and organisation

Demonstrated interpersonal, communication and organisational skills, including the ability to establish and maintain collaborative relationships across a cluster of schools. Demonstrated capacity to work with students, staff, principals, parents and carers to support student learning, agency, wellbeing and engagement. Demonstrated ability to coordinate service delivery and manage mobile library resources to provide equitable access and respond to shared cluster priorities.

SC5 ¿ Professional values, reflection and ongoing learning

Demonstrated behaviours and attitudes consistent with Department values, including a commitment to inclusion and equitable educational opportunities for rural and regional students. Demonstrated ability to work independently and collaboratively, reflect on teaching practice and participate in professional learning within and across school communities to continually improve the quality and impact of the MARC program.

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 skilled 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 secure 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

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

Mobile Area Resource Centre (MARC) Program ¿ Branxholme Cluster

Serviced schools: Branxholme Wallacedale Community School, Cavendish Primary School, Coleraine Primary School, Dunkeld Primary School, Macarthur Primary School, Hamilton Parklands School and Penshurst Primary School.

Position: 0.6 FTE teacher ¿ this is a shared position with a 0.4 FTE teacher

The Mobile Area Resource Centre (MARC) program brings a mobile library and engaging literacy lessons to small rural and regional schools. It broadens students¿ access to quality books and educational resources, supports literacy development and encourages a love of reading.

Based at Branxholme Wallacedale Community School, the MARC teachers travel between the seven cluster schools in a dedicated library van. Students explore picture books, fiction and nonfiction through planned learning experiences aligned with the Victorian Curriculum F¿10.

The teachers work collaboratively with school staff to design and deliver lessons that complement classroom programs and respond to students¿ varied ages, abilities and interests. The role combines teaching, managing the mobile library collection and building solid relationships across the cluster.

The program is guided by a committee comprising the base school principal, MARC teacher and participating school principals. Together, they establish shared priorities to ensure the service enriches learning and provides equitable access to resources.

This position offers an opportunity to work across welcoming school communities and make a meaningful contribution to students¿ literacy, engagement and enjoyment of reading.

Program overview aligned with the Department of Education¿s MARC policy. Policy and Advisory Library

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📌 Literacy (Barwon Downs)
🏢 Government schools
📍 Barwon Downs