Primary Generalist Teacher - Murrayville Community College

  • Victoria State Government - Education and Training
  • Murrayville VIC 3512, Australia
  • 07 Sep, 2021

Job Description

Job ID: 1238349
Location: Murrayville Community College
Department: Murrayville Community College
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Graduate Teacher Program
Apply By: 09/20/2021

Other Information
Begin Date: 01/28/2022
End Date: 01/27/2024
Hours: 38.00
Contact Name: Natasha Mudie
Phone: 03)50952001/0429 699 330
School Website:

Location Profile

Murrayville Community College is a Prep to Year 12 school situated in an attractive setting in the rural township of Murrayville, close to the South Australian border in the north west of the state. The College serves the town of Murrayville and the large surrounding area with a population in the order of 600 along with the district of Pinnaroo in South Australia, which has a population of around 1400. The College forms an important part of the social and economic life of the town. The school is very well appointed and provides an excellent educational environment and resources for its students. This includes state of the art facilities for teaching VET Automotive, Design Technology, VCE/VET Agriculture and Horticulture. There is ample space for cooperative teaching, 1:1 computer facilities and well-appointed classrooms, enhanced by interactive whiteboards. Grounds and recreational facilities are extensive, attractive and well maintained. The school is fortunate to have quality and affordable teacher housing within walking distance.

The nearest primary school is at Pinnaroo, some 26 kilometres away in South Australia, from where there is an intake at the beginning of Year 8 each year. The current enrolment is 92 students.

Murrayville is located 110km west of Ouyen, 210km from Mildura, 565km from Melbourne and 276km from Adelaide, 16km inside the Victorian / South Australia border. The area has traditionally been a wheat and sheep farming region and now has a diversified agricultural economic base through the use of artesian water. There is an expanding interest in tourism with national parks located on both sides of the township. Because of its unique geographic location the College has a strong self-sufficiency. Cooperative effort, community involvement and commitment to community well-being mean that the College is a valued resource, with facilities and expertise shared within the community.

As a P-12 School, we operate the way a well-functioning family operates, with parents, teachers and students looking out for one another as they grow together in the freedom and safety only a unique community can offer its students.

Our students are constantly immersed in an environment that values communication, relationships and personal accomplishment. It is an environment that builds feedback into our work as we continuously increase our expectations of ourselves, in line with our motto of "PRIDE" which stands for Persistence, Respect, Independence, Determination & Excellence. At Murrayville we offer our young people a stimulating, connected and caring space to grow. We pride ourselves on the way we expose students to learning that interests them, is varied and flexible, providing the direction and means to create true citizens of the world.

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-curricular 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 classrooms 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.