Generalist Teacher - Hallam Primary School

  • Victoria State Government - Education and Training
  • Hallam VIC 3803, Australia
  • 14 Sep, 2021

Job Description

Job ID: 1239408
Location: Hallam Primary School
Department: Hallam Primary School
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Graduate Teacher Program
Apply By: 09/26/2021

Other Information
Begin Date: 01/28/2022
End Date: 01/26/2023
Hours: 38.00
Contact Name: Ms Julie Macfarlane
Phone: 9703 1536
School Website:

Location Profile

Hallam Primary School is situated within one of the most culturally diverse communities in the City of Casey. Nearly forty languages other than English are spoken within the school community.

The performance of students with two or more years at the school typically exceeds that of the whole student cohort. Teacher assessments against the Foundation-10 Victorian Curriculum indicate 80-100% at or above expected levels, while multiple data sources provide evidence of consistent and appropriate growth at each year level. In 2018, Hallam Primary School was identified by the Centre for Independent Studies (CIS) as one of the eighteen high-achieving, low socio-economic status primary schools in Australia.

Hallam Primary School caters for students’ wellbeing by implementing whole school programs around behaviour management based on Restorative Practices and Assertive Discipline. The Assistant Principal's role is comprehensively allocated to student wellbeing, supporting efficient coordination of ancillary personnel and Education Support staff to further strengthen wellbeing and academic outcomes.

Hallam Primary School continues to promote its values of learning for success, persistence, positive partnerships, mutual respect, trust and environmental awareness as key components of future school planning and development. There is a commitment by all staff to improving learning and teaching, and continually improving outcomes for all students.

Hallam Primary School provides an inclusive learning environment. There is a positive school culture where staff work collaboratively, develop learning partnerships and take collective responsibility for students' learning and wellbeing. This is consistent from Foundation, where many students enter the school developmentally vulnerable and make progressive gains through to Year 6. These gains are obtained through a structured learning environment that balances explicit teaching with inquiry, and provides a range of experiences to enrich students' learning.

Hallam Primary School implements a methodology of shared professional learning (including peer observation and coaching), sufficient time to explore and adapt, and appropriately timed implementation. The Orton Gillingham approach to literacy learning, Doorways into Practical Literacy (DiPL), Fountas & Pinnell, and VCOP and Big Write, contribute to the positive impact upon student performance, while a more developmental focus is implemented with Mathematics. MAPPEN curriculum units provides scope to engage students in socially relevant programs, while the ICT-rich learning environment promotes expanded digital learning capacity from Years F-6. The school also provides several specialist programs; Design Space (coding and robotics), Science, Stephanie Alexander Kitchen and Garden, Physical Education, Arts and LOTE (Auslan).

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

SC6 Demonstrated capacity to use data effectively to improve students' learning outcomes.


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.