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 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 protected 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

Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

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.

Location Profile

A school on the rise. A community working together. An exciting opportunity to make a difference.

Bass Valley Primary School (BVPS) is a welcoming, inclusive and progressive government primary school located in the picturesque Bass Coast region of Victoria, approximately 100 kilometres southeast of Melbourne. Situated near the coastal communities of Corinella, Coronet Bay, Bass and Grantville, our school provides a unique rural and coastal learning environment surrounded by magnificent gum trees, natural wetlands and expansive outdoor spaces.

With approximately 215 students across 10 classrooms, Bass Valley Primary School offers the benefits of a smaller school community, where students are known as individuals, relationships matter and staff have genuine opportunities to make a lasting difference.

We are proud of our strong community connections, inclusive approach to education and commitment to providing every student with the opportunity to succeed academically, socially and emotionally.

Bass Valley Primary School is experiencing a period of significant and measurable improvement, driven by a clear strategic direction, strong instructional leadership and a collective commitment to achieving better outcomes for every student.

Our 2026 School Performance Report identifies improved performance across both Learning and Wellbeing. With our overall Performance rated as ¿High¿ and places us in the top 14 out of 41 similar schools. These results reflect the positive impact of our continued focus on instructional improvement, student engagement, wellbeing and consistent school-wide expectations.

Equally encouraging are the results of our 2026 Parent/Carer Opinion Survey, which demonstrate growing confidence in the school's direction and the positive changes taking place.

Importantly, all 19 comparable measures in our Parent/Carer Opinion Survey improved between 2025 and 2026, with particularly strong growth in school communication, student safety, school improvement and community confidence.

Some of our significant improvements include:

- School improvement: Increased from 64% to 87% positive endorsement.
- School communication: Increased from 68% to 93%.
- School pride and confidence: Increased from 69% to 89%.
- Managing bullying: Increased from 50% to 78%.




- Promoting positive behaviour: Increased from 77% to 91%.
- High expectations for success: Increased from 78% to 91%.
- School connectedness: Increased from 78% to 90%.
- General satisfaction: Increased from 66% to 81%.

These improvements reflect the dedication of our staff, the engagement of our students and the strengthening partnerships between our school and its community.

While we are proud of the progress being made, we recognise that meaningful school improvement is an ongoing journey. We are committed to consolidating these gains, embedding effective practices and continuing to raise expectations for teaching, learning and student achievement.

Our improvement journey is underpinned by three clear priorities:

1. A safe, orderly and inclusive learning environment where positive relationships, consistent expectations and student wellbeing provide the foundations for learning.
2. High-quality, evidence-based instructional practice that ensures every student experiences purposeful, explicit and engaging teaching.
3. A consistent and guaranteed curriculum supported by collaborative planning, assessment practices and a shared understanding of what effective teaching and learning looks like.

Our four school expectations ¿ Be Safe, Be Respectful, Be a Learner and Be Our Best ¿ guide our daily interactions and underpin our commitment to a positive, predictable and supportive school environment.

For prospective teachers, this represents an exciting opportunity to join a school with genuine momentum, a clear improvement agenda and the opportunity to contribute meaningfully to its continued success.

Bass Valley Primary School is fortunate to offer outstanding facilities and learning opportunities that extend well beyond the traditional classroom.

Our extensive grounds, specialist programs and facilities include:

- Visual Arts: A dedicated program that encourages creativity, imagination and artistic expression.
- Performing Arts: Opportunities for students to develop confidence, creativity and self-expression through music, movement and performance.
- Physical Education: A comprehensive program promoting physical activity, sporting skills, teamwork, resilience and healthy lifestyles.
- Onsite outdoor swimming pool: A fantastic school facility supporting swimming instruction, water safety and aquatic education.
- School farmyard: A much-loved and distinctive feature of our school, home to goats, chickens and guinea fowl. Our farmyard provides authentic opportunities for students to develop responsibility, empathy, environmental awareness and an understanding of animal care.
- Natural wetlands and outdoor learning spaces: Beautiful wetlands, established native trees, gardens and expansive grounds that provide opportunities for environmental education, sustainability and hands-on learning.
- Additional facilities: A full-sized gymnasium, library and flexible learning spaces supporting a broad range of educational and extracurricular opportunities.

Our natural setting and practical learning opportunities are defining features of Bass Valley Primary School. We believe that learning extends beyond the four walls of a classroom, and our unique setting provides students with experiences that foster curiosity, independence, connection and an appreciation for the natural world.

At Bass Valley Primary School, we recognise that outstanding student outcomes begin with outstanding teachers.

We are committed to building a professional culture where staff feel valued, supported, challenged and empowered to continually improve their practice.

Our Professional Learning Communities (PLCs), instructional leadership structures and ongoing professional learning provide opportunities for teachers to collaborate, reflect, share expertise and strengthen their instructional practice.

We place a strong emphasis on:

- Evidence-based teaching and explicit instruction.
- Consistent classroom routines and high expectations for student learning and behaviour.
- Collaborative curriculum planning and assessment.
- Using student learning data to identify needs, monitor progress and inform teaching.
- Developing teacher capacity through professional learning, coaching and instructional leadership.
- Building positive relationships with students, families and colleagues.
- Collective responsibility for student learning, engagement and wellbeing.

Our dedicated wellbeing and education support teams work alongside classroom teachers to create inclusive learning environments where all students are supported to experience success.

We recognise the importance of a positive workplace culture and strive to create an environment where staff feel connected, supported and proud of the contribution they make.

Student wellbeing and inclusion are central to everything we do.

We believe that students learn best when they feel safe, connected, respected and supported. Our approach prioritises positive relationships, predictable learning environments, proactive wellbeing strategies and consistent expectations across the school.

Our dedicated wellbeing team, education support staff and school leadership work collaboratively with classroom teachers and families to ensure students receive the support they need.

Through a strong focus on student voice, positive behaviour, inclusion and belonging, we are creating a school environment where students feel confident, connected and ready to learn.

Join Our Team ¿ Be Part of Our Next Chapter

We are seeking passionate, reflective, enthusiastic and committed classroom teachers who share our belief that every child deserves an exceptional education.

The successful applicant will join a dedicated and collaborative team that values strong relationships, high expectations, professional growth, teamwork and a willingness to contribute to the wider school community.

We are particularly interested in educators who are committed to evidence-based instructional practices, embrace collaboration, maintain high expectations for all learners and are motivated to contribute to whole-school improvement.

Bass Valley Primary School offers an opportunity to work in a beautiful natural setting, within a close-knit school community, while contributing to an ambitious and exciting school improvement journey.

We are proud of where we have come from, encouraged by the progress we are making and excited about where we are heading.

At Bass Valley Primary School, we are not simply maintaining what we do ¿ we are continually striving to make it better.

Our guiding motto for 2026: "Every moment counts, Every action matters."

We invite enthusiastic educators to become part of the next chapter of Bass Valley Primary School's journey in 2027.

📌 Classroom Teacher (Victoria)
🏢 Government schools
📍 Victoria