Classroom Teacher (Classroom Teacher) | [PFQ594]

Classroom Teacher (Classroom Teacher) | [PFQ594]

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

The Warracknabeal Primary School is located in the South Western education region of Victoria, on the banks of the Yarriambiack Creek, 330 kilometres north-west of Melbourne. It is the largest primary school within the township of Warracknabeal with a 2020 enrolment of 139 students (64 female and 75 male). Warracknabeal is a small service town of approximately 2400 people. It has an aging population, inexpensive housing and access to doctors, dentist, hospital, chemist and essential services.

The school is currently a single campus school on approximately 8 hectares of land. It has an aging main building,

3 portables and a newer building containing a half stadium and classrooms built under the Federal BER (Building an Education Revolution) Program. 2019 saw the Warracknabeal Special Developmental School join the Primary School on site, in the newly completed 'stage 1' of the Warracknabeal Education Precinct project. Funding for the completion of the project has just been announced will recommence later this year and will be completed by 2022/23. The primary school will have a totally new build as part of the precinct.

Enrolments at the school have been declining for a number of years but appear to be stabilizing around 140 students over the next few years. The schools SFOE index (Student Family Occupation Education) is 0·5065. The school’s socio-economic band value is: Medium. In 2020, the school has 2 FTE Aboriginal students and 1 EAL students. 4 students were part of the Out of Home Care program.

The 2020 school staffing profile comprises 1 Principal; 1 Learning Specialist; 8 Classroom Teachers (including specialists); 7 part-time Teaching Support staff and 1.0 Business Manager.

The school operates with 6 composite class groups this year. The Walker Learning pedagogy is the basis of the schools Instructional Model. The school mandates that 10 hours of English and 5 hours of Mathematics instruction must be provide each week. All students participate in the specialist programs – LOTE (Japanese), Library/Art and Health/PE. The Reading Intervention, Multi Lit, Mini-Lit and QuickSmart programs target students who are achieving at below the expected level and are not demonstrating satisfactory achievement growth in reading, word recognition and basic maths facts. Students with complex learning, social and emotional needs are also supported through in-class intervention and being provisioned with individualised learning programs.

The Parent Satisfaction Summary, which indicates the percent of positive responses from parents who participated in the Parent Opinion Survey, continues to be very positive. In the category of General Satisfaction 94% of responses from our schools parents were positive compared with the State median of 88%.

The Warracknabeal Primary School is committed to creating a passionate learning community, which inspires, challenges and supports all students to achieve their personal best and make a positive contribution to the world in which they live. The staff has a high level of commitment to all students at our school. They ensure that the schools beliefs, based on the core values of Excellence, Attitude, Gratitude, Leadership, Empathy and Spirit are at the forefront of their planning, teaching and interaction with students, parents and the local community.

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.


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.


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.

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