Bilingual Classroom Teacher - Mount Eliza North Primary School

  • Victoria State Government - Education and Training
  • Mount Eliza VIC 3930, Australia
  • 19 Jul, 2021

Job Description

Job ID 1231791
Location Mount Eliza North Primary School 
Department Mount Eliza North Primary School 
Role Type Primary Teacher
Subjects/Duties View Subject/Duties
Full/Part-Time Part-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 07/28/2021

Other Information
Begin Date 08/02/2021
End Date 12/29/2021
Hours 7.60
Contact Name Julie O'Brien
Phone 03 9787 6611
School Website

Location Profile

School Profile Statement

Mount Eliza North Primary School strives to create a community of learners who are empowered to inquire, achieve and contribute to the world around them.

Mount Eliza North Primary, an accredited International Baccalaureate World School offering the Primary Years Program (IB PYP), is situated on a large tract of hilly land bordered by an extensive nature reserve. It is located in the Mornington Peninsula suburb of Mount Eliza, 5 kilometres from Frankston and 45 kilometres from the centre of Melbourne. The school was opened in November 1979 and was built to an architecturally designed plan incorporating many open plan teaching spaces. Thirteen state of the art portable classrooms have been installed to cater for the student population. The school is currently capped at 650 students with the majority of families residing within the neighbourhood boundary.

The playground provides extensive areas for students in a unique, bushland setting whilst the vast grounds provide ample provision for outdoor activities and Physical Education. The playgrounds include an oval, synthetic turf soccer pitch and games area, an outdoor basketball/netball court, additional asphalt areas and purpose built play equipment for each sub school. The school has a full size gymnasium with adjoining music/band room complex.

The IB PYP develops active global citizens. Our school community values knowledge that is relevant and significant. We develop skills which enable students to become lifelong learners with positive attitudes towards learning. The IB program provides a concept driven, inquiry based framework for teaching and learning which allows for every child to maximize their learning potential.

At Mount Eliza North Primary School, classroom organisational structures allows teachers to meet the individual needs of the children. We teach to the developmental stage of the child, not the chronological age of the child. This belief is supported through the practices of the teachers, programs and initiatives and the Multiage structure (Foundation – Year 2) in the Junior School.

At Mount Eliza North Primary School, we are committed to continuous improvement and excellence in teaching and learning. Students learn in an engaging environment where we develop inquiring, knowledgeable, caring young people. Students acquire knowledge and apply understanding through high quality programs as well as extensive specialist classes including Physical and Outdoor Education, Perceptual Motor Program, Performing and Visual Arts, French, German and Library. Our students are also able to access private instructional lessons for instruments such as flute, clarinet, trumpet, saxophone, drums, guitar, violin, keyboard and singing.

Learning Technologies are a key component of all education programs in the school. Each classroom has a variety of digital devices, including netbooks, iPads and desktop computers. Year 3 to 6 classes have large screens in their classrooms and all Junior School classrooms have large interactive screens.

An extensive student leadership program is provided to promote nurturing and development of organisation, initiative, confidence and responsibility in our students. A proactive Student Representative Council has two representatives from each grade. Student leaders at Mount Eliza North Primary School have an increased sense of responsibility to help others and to model leadership principles and values.

There is a strong partnership between parents and staff with a high level of parent participation including: school council, Parents and Friends Association (PFA), classroom helpers, student mentoring, excursions, the camping program, fundraising and social activities.

At Mount Eliza North Primary School, we have a Principal and two Assistant Principals. The first Assistant Principal is responsible for Wellbeing, School Organization and Facilities while the second Assistant Principal’s role is the IB PYP coordinator and curriculum - pedagogy leader. The school staff has a range of teaching experience. Our support staff includes three office staff, a first aid officer and integration aides. All staff are enthusiastic, supportive, willing to embrace change and prepared to take on additional responsibilities.

To support our students through their transition to and from primary school, the school has developed excellent relationship with Walkers Road Kindergarten, Mount Eliza Secondary College and other local schools and kindergartens.

Special Features:

  • International Baccalaureate World School - Primary Years Program
  • Multi-age program Foundation to Year 2
  • Year 6 Leadership Program
  • Student Representative Council
  • Literacy Intervention
  • Phonological Awareness Program through employment of an additional Speech Therapist
  • Language program (French, F – 4 and German 5 - 6)
  • Instrumental Music: 10 music instructors, various instruments
  • School Band & Ensemble Group
  • Super choir Years 3 to 6
  • Camps: Years 2 to 6
  • School Council: Very active and supportive
  • PFA: Very active and supportive
  • Parent Class Representatives

Special Events:

  • Showcase of the Performing and Visual Arts
  • Year 6 Exhibition
  • Annual Mount Eliza Art & Design Show

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 behaviors and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Demonstrated ability to deliver the Victorian Curriculum French program utilising the inquiry approach to teaching and learning. Demonstrated ability to make links to the IB Primary Years Program.


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 organization 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 organizational 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.