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 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 (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 Protected 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

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 https://www2.education.vic.gov.au/pal

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

Footscray City Primary School (FCPS) is a Foundation to Year 6 school established in 1877 in the inner-west suburb of Footscray, in the City of Maribyrnong, seven kilometres from central Melbourne. The school is located next to the City of Maribyrnong Council Offices and is four hundred meters south of the Footscray railway station. We share our site with a campus for the Western English Language School (WELS).

The school's history is reflected in its four buildings. The original 1877 Bluestone Building is now used for the Instrumental and Ensemble Music Program and the allocation of classroom spaces for the WELS. The 1910 Peppercorn building houses six classrooms for Foundation classes and specialist programs in STEAM and LOTE, and a large central area that provides a library space and allows for collaborative learning experiences and community gatherings.





The 1970's Main Building has had a major capital works refurbishment and houses the school's administration area, staff lounge, art program, and 16 classrooms for years 1 to 6, The 2019 Gymnasium and Performing Arts Building houses our canteen, music program, basketball court and Outside School Hours Care program.

The students' learning experiences are enriched by our grounds which include the beautiful North Garden, sensory playgrounds, basketball courts and soccer pitch, and nature play areas.

A total of 444 students are enrolled at this school in 2026. The Student Family Occupation and Education index takes into account parents' occupations and education and this is then used by the DET to determine our Equity funding. For 2025, our Student Family Occupation and Education Index (SFOE) was categorised as high.

FCPS is one of four schools involved in the Footscray Learning Precinct.

This State

Government initiative has seen us work collaboratively with the educators from these other schools since 2016 so as to develop a Framework for Student Learning that is research based and strives for excellence in the learning opportunities available to the community.

Stage

One funding saw the Master Plan developed for the entire FLP, which included plans for the refurbishment of the Peppercorn and Main Buildings at FCPS to allow for greater capacity and to upgrade facilities in accordance with current learning and teaching pedagogy.

Stage

One funding also delivered the Gymnasium and Performing Arts Building at FCPS and which serves as a shared used facility with the Pilgrim Street Campus of Footscray High School. As a further part of the FLP, an Early Learning Centre has been established on the site next to FCPS and the educators in both settings collaborate to ensure high standards of learning and smooth transitions from the early learning to primary school setting.

Mission

We are future making for every child so that they are learning to learn, learning to thrive and learning to contribute.

Vision

Our students will possess the skills, knowledge and ways of thinking that enable them to embrace learning, respond to challenges and thrive as active members of the community.

Values

At Footscray City Primary School we are a diverse and inclusive COMMUNITY who value:

- Taking RESPONSIBILITY for our learning and our impact on our selves, others and our environment.
- Thinking and acting with KINDNESS which means we are friendly towards others and considerate of their feelings.
- Demonstrating RESILIENCE by persisting and being courageous when faced with challenges in our learning and relationships.

Learning and Teaching The school focuses on the development of student capabilities in literacy and numeracy, believing these are the foundations for learning all areas of curriculum.

The instructional model and instructional strategies implemented in all classroom and specialist programs are based on the research of Robert Marzano, McREL International, Richard and Rebecca Dufour and John Hattie. Focus is placed on all students learning at high levels, educators working collaboratively in Professional Learning Communities and evidence-based practice to ensure growth for every child.

Our Annual Implementation Plan prioritises the building of Excellence in Teaching and Learning, particularly in the areas of `Building Practice Excellence' and `Curriculum Planning and Assessment'. The school places a strong emphasis on leaders operating with a focus on curriculum, instruction and assessment, and we have a range of leadership opportunities including PLTs, Curriculum Priority Areas and Curriculum Coaching of teachers. Our priority is to deliver improved student learning outcomes for every child through personalised learning programs, an orderly environment and the development of a Growth Mindset.

Our Specialist Programs are delivered by teachers specifically trained in their respective fields and with significant experience in the areas of Visual and Performing Arts, Language Learning (Mandarin), Physical Education and STEAM. The Specialist Professional Learning Team work collaboratively as a team and with teachers across the school, ensuring students are exposed to concepts across the learning areas and have the opportunity to access a diverse curriculum.

We also offer a high quality Instrumental Music Program, with students accessing this learning during the school day with highly trained and specialised music educators. Students have the opportunity to work in individual and small group settings, with regular performance presentations to their peers and community members. We have a proven record of this program enhancing the learning, engagement and wellbeing of our students, and contributing to improved learning outcomes across the curriculum.

Community Involvement The parent community is actively involved in the school and their children's learning. This is in the form of involvement in school council sub-committees, classroom volunteers, maintenance and improvements to facilities and grounds, fundraising and community events such as our bi-annual Art Show (Visual Arts) and Music Concerts (Performing Arts), participating in Curriculum Celebrations and Student Learning Conferences. Teachers and school leaders in our school are committed to supporting community involvement in the school's programs, understanding its contribution to student growth and achievement.

📌 Classroom Teacher (Melbourne)
🏢 Government schools
📍 Melbourne