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 wide-ranging 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

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