SC1Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in qualified learning to continually improve the quality of teaching.

Role

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.

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 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:

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:

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).

Tambo Upper Primary School is situated in an idyllic rural setting along the banks of the Tambo River. Our school provides an inclusive education with a strong focus on Literacy and Numeracy while challenging and supporting all students to reach their full potential as learners.
Our teaching and learning programisguided by theVictorian Teaching and Learning Model (VTLM) 2.0, supported by amulti-tiered system of supportto ensure that every student receives the level of challenge andassistancethey need to succeed. In the junior years, studentsparticipatein anexplicit synthetic phonics program, building strong foundations in early reading and writing.
Our school values program Be a Learner, Be Respectful and Be Responsible promotesa holistic approachto student wellbeing,engagementand positive relationships. Students also take ownership of their learning throughPersonal Learning Goals in Literacy and Numeracy, regularly reflecting on their progress and achievements.
We are proud to offer a wide range of learning experiences beyond the classroom. Studentsparticipateinweekly multi-age club programs, encouraging collaboration,creativityand connections across year levels. OurKitchen Garden programpromotes healthy habits, where students grow produce in the school garden and then prepare and cook meals in our student kitchen.
The schoolmaintainsa strong commitment tostudent leadership, developing confident role models who contribute positively to the school community.
Tambo Upper Primary School also recognises and values its connection to the GunaiKurnai First Nations people. The discovery of several cultural artefacts on our school site has strengthened our commitment toacknowledging and respectingthe rich cultural history of the area.
With a current enrolment of80 students, we are proud tomaintainsmall class sizes that support strong relationships andoptimallearning environments. Our dedicated staff are vibrant and enthusiastic, ensuring every child feels safe,valuedand supported.
We highly value the partnership betweenschool, students,parentsand the wider community. Families regularly engage with the school through assemblies, sportingeventsand community activities, as well as informal connections at pick-up times. This strong three-way partnership is further supported through oursemester student-led conferences, where students proudly present their progress towards their learning goals.
Tambo Upper Primary School is a unique place where our rural environment creates strong community connections and allows students to link their learning with the world around them.

Applications close Monday 2 November 2026 at 11.59pm

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📌 Extension & Specialist Program (Wyuna)
🏢 Victorian Government
📍 Wyuna