Classroom Teacher - Hartwell Primary School

  • Victoria State Government - Education and Training
  • Camberwell VIC 3124, Australia
  • 23 Nov, 2021

Job Description

Job ID 1254679 Location Hartwell Primary School Department Hartwell Primary School Role Type Primary Teacher Subjects/Duties View Subject/Duties Full/Part Time Full-Time Ongoing/Fixed Term Fixed Term Classification Classroom Teacher Apply By 12/05/2021 Other Information   Begin Date 01/28/2022 End Date 01/26/2023 Hours 38.00 Contact Name Shiranee Jansz Phone +61398894012 School Website

Location Profile

Hartwell Primary School was established in Camberwell in 1922 and is proud of the exceptional educational program provided for children in the local community over the past ninety-four years. The school enrolment, which has been growing in recent years with young families moving into the area, is currently 650.

At Hartwell Primary School the students enjoy facilities which are not replicated in many primary schools. The classrooms and administration area in the original two story red brick building have been modernised, although the façade of the school remains. It includes spacious and flexible learning areas, literacy, numeracy and computer resource centers, administration and staff facility, and an interview room.

The school has a well-equipped Library, an Art/Craft complex and the Performing Arts Centre – Gymnasium, Music Room, Science Room, Canteen, Toilets and Out of Hours Program facilities. The well-developed grounds have benefited from long term planning and have areas for netball and basketball. We have two synthetic ovals and running track, a synthi-turf soccer / hockey field, a paved courtyard, quiet areas and a continuing emphasis on the provision of shade. Play equipment is provided for both junior and senior students and the front garden has been developed as a passive play space for the Year 6 students. The school community prides itself on maintaining and improving these facilities through cooperative effort.

Hartwell Primary School is a school with a strong commitment to encouraging all students to strive for excellence in a supportive environment, which recognises individual differences and different rates and styles of learning. The school has an outstanding reputation for providing core skills in Literacy and Mathematics, as well as a broad education including an emphasis on Visual Art, Music and Physical Education. In recent years the school has achieved at or above the level expected for schools from similar socio-economic areas, in all strands of English and Mathematics. The extensive curriculum provided is based on The Victorian Curriculum and is complemented by specialist staff in Art / Craft, Music / Performing Arts, Physical Education, Science, ICT, Library, Italian, Mandarin and Reading Recovery.

The school’s learning program places an emphasis on the incorporation of Information and Communication Technology skills across all aspects of school life. All classrooms have banks of both iPads and laptops, and there are thirty two interactive whiteboards/promethean panels in classrooms across the school. Strong Literacy and Numeracy Programs (Victorian Curriculum) are incorporated in each Prep - Year 4 class with a wide range of resources and professional development opportunities enhancing the school’s literacy and numeracy programs.

Students are encouraged to participate in literary, artistic, music, sporting, swimming and problem solving events beyond the school and have had a high success rate in these. We regularly celebrate successes in Inter-School Cross Country and Athletics Sports together with participation by the Drum Band, Choirs, and String Ensembles in community events. In 2019 all the students performed in a school production of “The Lion King”.

The school has introduced many supportive Student Wellbeing initiatives. These are further enhanced through provision of student leadership opportunities, particularly in the senior years where all Year 6 students have a formal leadership role.

Parents play a key role in the school, working closely with classroom and specialist teachers to support their children’s learning both within the school and at home. A class representative scheme facilitates communication and parent involvement within classrooms. Parents are also involved in the more formal structures of School Council, its sub committees and the Parents’ Association. The school benefits from the experience and skills of parents and links with the local community. Communication with the community occurs via the school website, a weekly newsletter, regular Principal-Parent morning teas, class notices, information evenings, parent teacher interviews and Parent Education Programs, including our parent innovative ‘Parent Walk Throughs.’

An Out of School Hours Program, offering Before School Care, After School Care and Vacation Care is well supported.

At Hartwell we expect the children to learn and grow in self-confidence as a result of:

  • Becoming independent and self-motivated learners
  • Achieving a solid grounding in Literacy, Numeracy and Learning Technologies
  • Acquiring decision making, problem solving and critical thinking skills
    Learning the value of working as part of a team in a collaborative learning environment.
  • Showing tolerance and respect for others

A continuing challenge in the years ahead will be to manage the school enrolment at or close to its current level, to ensure that sufficient grounds and open spaces are available for the children.

The school’s future direction lies in the provision of a progressive, engaging and challenging curriculum that reflects the growing importance of inquiry learning and computer literacy, and provides for personalised learning through proven sound educational methodology and best current practice.

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.