Classroom Teacher - South Melbourne Park Primary School

  • Victoria State Government - Education and Training
  • Albert Park VIC 3206, Australia
  • 14 Sep, 2021

Job Description

Job ID: 1239234
Location: Sth Melbourne Park Primary Sch
Department: Sth Melbourne Park Primary Sch
Role Type: Primary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Classroom Teacher
Apply By: 10/05/2021

Other Information
Begin Date: 01/28/2022
End Date: 01/27/2023
Hours: 38.00
Contact Name: matthew Vines
Phone: 039/498-3396
School Website:

Location Profile

This is an outstanding leadership opportunity to work side-by-side with our team to continue the growth and development of the new South Melbourne Park School. The successful applicant has a unique, exciting and rare opportunity to join an amazing teaching team at a new school.

South Melbourne Park is a new state of the art school that opened its doors at the beginning of 2019. Our current enrolments are 298 students. The successful applicant has an exciting opportunity to join our senior team and work alongside our teachers to develop their understanding of best practice in literacy across the school.

Located in Albert Park Reserve, the new South Melbourne Park Primary School offers students modern learning facilities in a unique heritage setting, surrounded by parkland and one of Melbourne’s leading sports precincts. The historic Albert Park Signal Depot and Drill Hall buildings have been repurposed as specialist learning spaces for art, science, technology, music and exhibitions. They sit alongside a new state-of-the-art learning block, designed for 21st century teaching methods, and a gym with a competition-grade netball and basketball court.

Teaching and pedagogy inside the learning precincts aspire to world’s best practice with staff operating in Professional Learning Communities. Being able to work as a contributing and compassionate team member is paramount. The learning philosophy for South Melbourne Park is a Thinking Culture, Workshop Model in Reading and Writing and Design Thinking Framework (Launch Cycle). South Melbourne Park aspires to become a place where children love to be. Every Friday is Passion Day, as learning doesn’t just happen at school, the successful applicant will nurture a joy in learning and inspire students to follow their passion.

THE VISION:  South Melbourne Park is a place that inspires a new generation of curious minds.


  • KIDS AT THE HEART - We are here for the students
  • WHERE CHILDREN LOVE TO BE - We nurture joy in learning
  • A STEP AHEAD - We raise the bar to inspire each other
  • PLAY, AS A TEAM - We collaborate and thrive together

LEARNING JUST DOESN’T HAPPEN AT SCHOOL – We connect with our community and beyond

A virtual information session for all interested applicants will be held on Tuesday the 21st of September at 12:00. Please book via:

Additional Notes:

  1. Please include the phone numbers of three referees that have directly worked with you.
  2. Please ensure you list your most recent place of employment in your resume and that one of your referees is your most recent direct manager.
  3. The school is accessible by public transport. All day paid parking is available at the back of the school.
  4. Please combine your application responses and CV or other attachments into one document.
  5. Please make sure that your name, phone number, and the page number is in the footer of each page of your CV and selection criteria responses
  6. Please respond to all key selection criterion.
  7. Application Process and Timeline:

Shortlisted applicants will be contacted by:

  1. The tentative interview date for Stage 1 of the interview process is:
  2. The tentative date for Stage 2 of the process is:
  3. Successful applicant will be notified by:
  4. The position start date is: 28/01/2022

Selection Criteria
Please consider the nature of our educational setting when responding to these criteria, namely, our vision a place that inspires a new generation of curious minds, our philosophy of practice and behaviours inside professional learning communities, our focus on data for improvement, our use of flexible learning spaces and the need to provide educational support and challenge for all students.

Each applicant must address the below selection criteria:

KSC1 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.

KSC2 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.

KSC3 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.

KSC4 Demonstrated high level written and verbal communication skills, and high-level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

KSC5 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.

KSC6 Demonstrated capacity to work as part of a Professional Learning Community team to design, plan and implement effective teaching approaches for a community of learners within open and flexible learning spaces.


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.