Teacher Jobs in Melbourne

6 open positions found · Salary range: From $154

Classroom Teacher/Graduates welcome to apply

From $154/yr

Overview Work Type: Fixed-term - Full-time Salary: Salary not specified Grade: Classroom Teacher Occupation: Classroom teacher Location: Melbourne - Southern suburbs Reference: 1549966 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. SC6 Demonstrated exemplary skills in delivering educational programs for students with a physical disability and/or severe health impairment Role 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-curricula activities. Responsibilities 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 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information AT GLENALLEN SCHOOL TEACHER ROLES AND RESPONSIBILITIES ARE AS FOLLOWS: TEACHERS CODE OF PRACTICE. Staff at Glenallen School work collaboratively with the Principal, colleagues, therapists, aides, students, parents and the wider community in a professional manner to ensure that all students experience success and achieve their personal best. Teachers at Glenallen School are the key personnel responsible for the day-to-day management of the integrated educational program of a group of students. They ensure that the specific needs of their students are met within a comprehensive and integrated learning framework. Specifically, teachers will: * Be qualified special educators with an empathy for special needs students and the needs of their families. If teachers are not fully qualified special educators, to have demonstrated interest in the area and a desire to become qualified * promote self-esteem, confidence and self-worth among students and recognise all student achievements * provide and work in a safe, secure, supportive and harassment free educational environment * actively involve students in the learning process and encourage an increasing responsibility for their own learning * create a learning environment for students that promotes active participation * ensure that all programs are age appropriate, meaningful and have life skills orientation * possess a well-developed knowledge of the curriculum they deliver and a sound understanding of the way students learn * take a professional approach to all aspects of their duty * actively support peers professionally and personally * provide support for other team members in the development of practices with a group of students * participate in the development of a broad based curriculum which caters for the needs of all students * accurately record and monitor student progress for transmission to all relevant parties * keep appropriate student records and be an active participant in communication with families * treat students equitably and justly * communicate effectively and form positive working relationships with students, parents, colleagues and members of the wider community * participate in P.D., both internal and external to the school, in accordance with their individual needs and career goals and the goals and priorities of the school * actively and positively participate in high performance teams to assist the schools decision making * support and implement school organisational and management procedures * contribute to the achievement of the goals and priorities of the school and demonstrate loyalty to the school and its Council THE ROLE OF THE CLASSROOM TEACHER All teachers are part of a team, (i.e. the staff as a whole) which has a common goal: the education of the child. As a member of this team each teacher, apart from any specific responsibilities, has a responsibility to the school as a whole. The tasks or functions required of all teachers come under two headings, Administrative and Professional. Administrative Functions - The following are administrative functions: planning, decision making, organising, coordinating, communicating, influencing and evaluating. These administrative functions will be evident through teachers¿ records and organisation. (i) Records * Cash book: Responsible for monies collected from children to be entered into cash book * Attendance Rolls: Responsible for regular daily maintenance of attendance rolls, to keep notes of absence * Curriculum Courses: Responsible for daily maintenance * Record of Procedure/Work Program: Responsible for setting up and maintaining this record of curriculum working groups on a regular basis Glenallen Teacher Duties and Core Responsibilities In a special school setting, a teachers role extends well beyond curriculum delivery to include intensive physical support, specialised healthcare, and a strong focus on student safety and wellbeing. Due to the diverse physical, sensory, and behavioural needs of students, the role requires a high level of physical engagement, adaptability, and care. 1. Manual Handling and Physical Support * Assisting students with mobility throughout the day, including pushing, pulling, and manoeuvring wheelchairs. * Supporting students with lifting and transferring using hoists or manual techniques between wheelchairs, standing frames, floor mats, specialised seating, and beds. * Positioning students to ensure comfort, safety, and appropriate posture for learning and to prevent pressure injuries. * Supporting participation in Physical Education, including assisting in small groups or 1:1 activities such as ball sports, bike riding, guiding walkers, and transfers into standing frames. * Providing fine motor support through hand-over-hand assistance during activities such as eating, drinking, drawing, cutting, and using classroom materials. 2. Student Supervision and Safety * Maintaining active supervision throughout the day, including remaining on your feet for extended periods and responding quickly to ensure student safety. * Monitoring and supporting students who may display behaviours of concern, ensuring a safe environment for all. 3. Personal Care and Health Support * Supporting complex mealtime needs, including hand-over-hand assistance and physical support for safe eating and drinking. * Assisting with personal care routines such as toileting, hygiene, and changing, which may involve bending, reaching, and lifting. * Responding to medical situations such as seizures or respiratory distress, including repositioning students and ensuring immediate safety. 4. Environmental and Equipment Management * Setting up, moving, and maintaining specialised equipment including communication devices, standing frames, walkers, bikes, and beds. * Supporting students during hydrotherapy sessions, including assisting with movement in the water and managing physical support needs. * Assisting with changing students into and out of swimwear as part of hydrotherapy programs. 5. Student Care Aligned Responsibilities In alignment with broader care-based roles, teachers also undertake responsibilities similar to patient support services, including: * Safely supporting student movement between learning environments using appropriate equipment. * Assisting with daily living activities such as feeding, dressing, and personal care. * Managing and transporting equipment, resources, and materials across the school. * Maintaining clean, safe, and hygienic environments, including adherence to infection control practices. * Supporting student mobility, including transfers between equipment and learning spaces. 6. Key Skills and Requirements * Physical Stamina: Ability to lift, transfer, and support students, and remain active throughout the day. * Communication: Strong interpersonal skills to work collaboratively with students, families, and multidisciplinary teams. * Compassion and Care: A calm, empathetic approach that supports student dignity and wellbeing. * Compliance: Commitment to maintaining student safety, privacy, and adherence to all relevant policies and procedures. Conditions of Employment * All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. * Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. * A probationary period may apply during the first year of employment and induction and support programs provided. * Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: * The person must have provisional or full registration approved by the Victorian Institute of Teaching; and * if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and * a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile Glenallen School, located at 7 Allen Street, Glen Waverley, provides individual learning programs for students aged between 4.8 and 18 years, who have a physical disability and/or significant health impairment requiring paramedical support. The school caters for students with a wide range of intellectual abilities. Current students have complex needs and often multiple disabilities Trans-disciplinary teams including teachers, physiotherapists, occupational therapists and speech pathologists work together to plan, implement and evaluate individual student focused learning programs. Other support staff include registered nurses, community wellbeing officer, Mental Health Practitioner, program assistants (classroom educational support aides) and personal care attendants. Our aim is to provide for the development of each student intellectually, socially, physically and emotionally. Individual educational and therapeutic programs are designed to promote student achievement as well as maximising independence in functional activities of daily living. Each student is encouraged to be an active participant in their individual learning program For further information about our school please visit our website www.glenallen-sch.vic.edu.au Apply now Applications close Wednesday 4 November 2026 at 11.59pm Posted 22 October 2026

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Primary Generalist Teacher

Victorian GovernmentMelbourne, VIC, AU

From $154/yr

Overview Work Type: Fixed-term - Full-time Salary: Salary not specified Grade: Classroom Teacher Occupation: Classroom teacher Location: Melbourne - Southern suburbs Reference: 1549175 Location Profile Located in Melbourne¿s South East, Narre Warren South P-12 College is one of the largest schools in Victoria. The College leverages the P-12 nature of the school to provide wide-ranging support to students from diverse backgrounds in order to help all students achieve their potential. We proudly serve a diverse community, with 70% of our students speaking a language other than English at home. Over 20 different cultural groups are represented, with particularly large enrolments for Afghan and Pacifica backgrounds. The school is considered to have a high level of socio-economic disadvantage, but a range of strong learning and behavioural programs support students to achieve at high levels, despite other challenges they may face. The College has a large and comprehensive wellbeing team, including counsellors, speech pathologists, a psychologist, a paediatrician, Doctors in Secondary Schools and multiple youth workers. Students are also supported by a large team of cultural engagement workers from 6 different cultures, a team of multi-cultural education aides and a big inclusion workforce to support children in the College. This significant resourcing is designed to support children outside of the class, so teachers can focus on helping them to reach their academic potential in the classroom. Narre Warren South P-12 College follows an instructional approach centred around explicit teaching and a strong curriculum. There will be exciting work in the coming years as we embed this work in years P-8 and explore its potential in higher year levels. The College¿s performance on the Grade 1 Phonics check and Attitudes to School Survey is higher than both state and similar schools, and we are confident our NAPLAN and VCE results will undergo significant improvements in the coming years. Narre Warren South P-12 College has over 2300 students and 350 staff, providing a range of opportunities for additional programs and leadership opportunities. This includes a large music, art, Hands On Learning, Rugby and Soccer Academies and other programs to engage students and allow staff to share their special skills. Our large leadership team of 50 staff allows for development opportunities for those looking to build a career in our school. The school has layers of support for new teachers, with all new staff assigned both a coach and a mentor. In addition to this, the College has a range of strong policies and processes to support consistent lines of communication. The College has a high expectations approach to attendance, uniform and lateness. The College has a ¿5 Rs¿ student management approach to help teachers if complex classroom situations occur, and the school has an extensive team of student engagement leaders to support teachers with managing classroom practice. The College operates by our PRIDE values: Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. We are proud of our achievements in ¿getting the best from and for our students¿ and gladly welcome hard working staff with a strong moral purpose to join our fabulous team. Please contact reception to be put through to one of our Assistant Principals if you would like more information about the role or would like a tour. 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. Role 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-curricula activities. Responsibilities 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 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information * All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements. * Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. * A probationary period may apply during the first year of employment and induction and support programs provided. * Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Please ensure that your application includes: * A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) * A section addressing the selection criteria and the requirements for application under the Who May Apply section * Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: * The person must have provisional or full registration approved by the Victorian Institute of Teaching; and * if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and * a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Apply now Applications close Sunday 1 November 2026 at 11.59pm Posted 19 October 2026

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Special School Teacher Assistant

Victorian GovernmentMelbourne Eastern Suburbs, VIC, AU

From $154/yr

Overview Work Type: Fixed-term - Part-time Salary: Salary not specified Grade: Education Support - Level 1, Range 2 Occupation: Education and training Location: Melbourne - Eastern suburbs Reference: 1549708 Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC4 Possess the technical knowledge and expertise relevant to the position. SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role [Attendance requirement for this position] An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3). A role at this range may include: * Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager. * Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function. * Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. * Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained. Responsibilities Responsibilities may include: * Provides routine support for teachers including assisting with planning of student routines * Supports communication between teachers and parents * Communicates with teachers on routine matters related to students and/or other responsibilities * Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting * Communicating with student/s to support comprehension of basic tasks and information * Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure * Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting * Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs * Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance * Provides specialised communication support for students and teachers in areas such as AUSLAN and braille Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information This position is advertised for 5 days however we will negotiate if a variation is required. Conditions of Employment * All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. * Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. * A probationary period may apply during the first year of employment and induction and support programs provided. * Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Location Profile Croydon Special Developmental School is a school for students with moderate to severe intellectual disabilities. Our vision is for all students to be given every opportunity to reach their full potential and be encouraged to develop maximum independence according to their ability. The learning experiences and needs of students are central to all decision making. A positive self-image is crucial to the learning process and is nurtured ensuring each student experiences success. We are implementing Positive Education and the School Wide Positive Behaviour Support framework. Our school values are care, share, do your best and be safe. Students are aged between 4.8 and 18 years and are grouped in classes according to age and student needs. Individual Education Programs are provided for all students in the school by a multi-disciplinary team including parents/care givers, teachers and education support staff, including allied health staff. The school has four sections - Early Education, Junior, Primary, Secondary and Transition. We have a comprehensive and challenging curriculum based on the Victorian Curriculum A-D and emphasis on particular curriculum areas relates directly to individual needs, abilities and interests. Classrooms are staffed with Special Education trained teachers and teacher assistants. There are specialist staff allocated to Hydrotherapy/Swimming, PE and Library. Whilst communication forms the core of the curriculum, where appropriate, emphasis is also placed on independent living skills, social behaviour, functional academic skills and recreation. An allied health team consisting of a physiotherapist, speech pathologists, an occupational therapist and allied health assistants also supports students' to participate in their educational program. The school also supports the health and welfare of students by employing a nurse and a family support coordinator. Apply now Applications close Tuesday 3 November 2026 at 11.59pm Posted 21 October 2026

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Special School Teacher Aide

Victorian GovernmentMelbourne, VIC, AU

From $155/yr

Overview Work Type: Fixed-term - Part-time Salary: Salary not specified Grade: Education Support - Level 1, Range 2 Occupation: Education and training Location: Melbourne - Inner South East suburbs Reference: 1550030 Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role. SC2 Demonstrated capacity to work and collaborate with others in a team environment. SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills. SC4 Possess the technical knowledge and expertise relevant to the position. SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area. SC6 A commitment to professional learning and growth for both self and others. Role [Attendance requirement for this position] An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3). A role at this range may include: * Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager. * Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function. * Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. * Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained. Responsibilities Responsibilities may include: * Provides routine support for teachers including assisting with planning of student routines * Supports communication between teachers and parents * Communicates with teachers on routine matters related to students and/or other responsibilities * Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting * Communicating with student/s to support comprehension of basic tasks and information * Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure * Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting * Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs * Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance * Provides specialised communication support for students and teachers in areas such as AUSLAN and braille Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Location Profile Ashwood School Ashwood School is a coeducational specialist school catering for approximately 140 primary and secondary students with a mild intellectual disability. Located in the eastern suburbs of Melbourne, we proudly serve families from the municipalities of Monash, Boroondara, Manningham, Stonnington, Whitehorse, Glen Eira and Bayside. We aspire to be a centre of excellence and school of first choice in special education, delivering a supportive yet challenging environment where every student is empowered to reach their full potential and become a valued, active member of the community. Our Mission To develop independent learners who achieve their maximum learning outcomes through a focused, engaging and individualised curriculum that builds academic, social, emotional, communication, independence and employability skills for a successful life beyond school. Individualised Learning Every student at Ashwood School has a tailored Individual Education Plan (IEP) developed in close partnership with families at Student Support Group (SSG) meetings. Goals are informed by ongoing assessment using the Victorian Curriculum, the Victorian Pathways Certificate (VPC) and a range of specialist tools, ensuring teaching is precise, evidence-based and responsive to each child¿s needs. Small class sizes and a high staff-to-student ratio allow our highly qualified teachers, education support staff and allied health professionals to provide the intensive, personalised support that drives outstanding progress. Student Voice \& Leadership Student voice and agency are at the heart of Ashwood School. From Primary through to Year 12, students are actively encouraged to express their ideas, lead initiatives and contribute to school decision-making. Our leadership opportunities include: * Primary classroom monitors and Grade 6 Leaders * Secondary House Leaders (Visual Arts, Performing Arts, Technology) * Compass Program leaders * Year 11¿12 School Captains and Sports Captains * Student Representative Council (SRC) Class representatives meet regularly and our School Captains play a central role in leading weekly whole-school assemblies. Students have successfully shaped programs such as Outdoor Education, RIPOR Days, Wellbeing Week and cultural celebrations. School Values ¿ RIPOR Everything we do is guided by our core values: * Respect ¿ Caring for others, ourselves and our environment * Integrity ¿ Being honest, trustworthy and fair * Passion ¿ Approaching learning and life with enthusiasm and persistence * Optimism ¿ Staying confident, resilient and positive * Responsibility ¿ Taking ownership of our words, actions and community These values are explicitly taught and celebrated daily through our RIPOR expectations: Be a Learner, Be Safe, Be Responsible. Student Wellbeing We prioritise a safe, inclusive and connected school community. Our dedicated wellbeing team delivers developmentally appropriate programs that build social-emotional skills, mental health literacy and a strong sense of belonging, ensuring every student feels supported and ready to learn. Our Staff Ashwood School is fortunate to have a large, highly experienced team of special education professionals. Teachers, education support staff and therapists work collaboratively, with ongoing professional learning aligned to school priorities. We actively support staff to further their qualifications in the field of special education. Community \& Family Partnerships We warmly welcome parent and community involvement. New families are paired with a ¿parent buddy¿ to help them feel connected from day one. Regular communication, parent workshops, celebrations and volunteering opportunities strengthen the partnership between home and school. Apply now Applications close Wednesday 4 November 2026 at 11.59pm Posted 22 October 2026

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DESIGN TECHNOLOGY TEACHER -WOOD (START DATE NEGOTIABLE)

Victorian GovernmentMelbourne Northern Suburbs, VIC, AU

From $154/yr

Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Classroom Teacher Occupation: Education and training Location: Melbourne - Northern suburbs Reference: 1547399 Location Profile Edgars Creek Secondary College is situated in the growth corridor of Wollert, in the geographical area of Whittlesea in Melbourne. Being in a growth corridor, our student population is growing and currently comprises of approximately 1308 students. Our college consists of 130 staff, including Principal class, Education Support Staff, Leading Teachers, Learning Specialists, and Classroom teachers. Our college is purpose built and enjoys modern, future ready facilities, including well maintained learning community classrooms, Food Technology, robotics, and coding labs. Maker spaces and Performance spaces provide the school the opportunity to offer a breadth of opportunities in these curriculum areas. The facilities also include a multi court gym as well as a Soccer oval and a community partnership-maintained AFL oval. Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community engagement and global responsibility. The College aims to prepare students for future pathways as well as expanding students thinking to see the possibilities for innovation and globalisations while inspiring them to create their own unique opportunities for the future, be it through further education, training, or business enterprises. The College aims to equip all young people with the skills and capabilities they need for economic, social, and cultural success in the modern world. At Edgars Creek Secondary College, the personalized learning needs of all young people is realised via a highly differentiated curriculum. This is supported using evolving technologies, collaborative and problem-based learning combined with a strong focus on core literacy and numeracy skills. Teams of educators and industry stakeholders work together to design, plan, and teach a comprehensive curriculum and to provide rich learning environment and culture for all students. The curriculum programs are supported by contemporary resources and the latest research on teaching and learning. Students build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program. At Edgars Creek Secondary College there is a high expectation that our students will have a strong commitment, not only to their specialist areas of interest but also to their academic studies. We recognise that in the pursuit of excellence, each student is entitled to equal opportunity, a positive learning environment and on-going support to enable them to realise their fullest potential ¿ intellectual, personal, physical, creative, social, and vocational. The College is proud of helping all students achieve maximum learning growth. Since the foundation year, the College has made a commitment to building the literacy and numeracy skills of all students. Student Wellbeing and Inclusion is at the heart of our work, all students in years 7 and 8 participate in a weekly Resilience Project program. The House activity program is strong at our school, so too are opportunities for our students to engage in co-curricular programs such as Visual and Performing Arts, lunch time clubs, VicSRC and associated local area network opportunities. 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. Role 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-curricula activities. Responsibilities 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 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information For more information please visit: https://www.edgarscreeksc.vic.edu.au/recruitment/ Applications should include: 1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone where you can be contacted, the position you are applying for and the vacancy number of the position. 2. Specific Key Selection Criteria response. 3. A CV with a summary of experience and qualifications. 4. The names, email addresses and contact details of three referees who can provide information regarding the application. Link to Edgars Creek Secondary College Child Safe Code of Conduct https://www.edgarscreeksc.vic.edu.au/child-safe-standards/ Conditions of Employment * All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. * Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. * A probationary period may apply during the first year of employment and induction and support programs provided. * Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: * The person must have provisional or full registration approved by the Victorian Institute of Teaching; and * if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and * a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Apply now Applications close Thursday 22 October 2026 at 11.59pm Posted 9 October 2026

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Leading Teacher - Learning & Wellbeing

Victorian GovernmentMelbourne Western Suburbs, VIC, AU

From $154/yr

Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Leading Teacher - Range 3 Occupation: Leading teacher Location: Melbourne - Western suburbs Reference: 1540338 Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum. SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth. SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning. Role Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others. Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program. Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals. Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan. Responsibilities In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to: * Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities * Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery; * Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school; * Leading and managing staff performance and development (review of staff); * Teaching demonstration lessons; * Leading and managing the development of the school's assessment and reporting policies and practices; * Leading and managing the implementation of the school operations and policies related to student welfare and discipline; * Leading the development of curriculum in a major learning area and participating in curriculum development in other areas; * Responsibility for general discipline matters beyond the management of classroom teachers; * Contributing to the overall leadership and management of the school; * Contributing to the development of proposals for school council consideration; * Developing and managing the school code of conduct. 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. Child Safe Standards Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information * All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements. * Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. * A probationary period may apply during the first year of employment and induction and support programs provided. * Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Please ensure that your application includes: * A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) * A section addressing the selection criteria and the requirements for application under the Who May Apply section * Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. Conditions of Employment * All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. * Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. * A probationary period may apply during the first year of employment and induction and support programs provided. * Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: * The person must have provisional or full registration approved by the Victorian Institute of Teaching; and * if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and * a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile Wyndham Park Primary School is a vibrant learning community nestled in the heart of Werribee. Our state-of-the-art facilities, located within the Wyndham Park Precinct, provide a nurturing environment focused on fostering strong Literacy and Numeracy skills. We adopt a holistic, trauma-informed approach to wellbeing, engagement, and inclusion, ensuring that every student thrives socially, emotionally, and cognitively. We are committed to excellence in teaching and learning, while also supporting our students' wellbeing. Our whole-school instructional model is grounded in the Gradual Release of Responsibility, with a strong emphasis on explicit teaching. This consistent, evidence-based approach ensures students move confidently from guided instruction to independent application, building capability, confidence and a genuine understanding of their own learning. At Wyndham Park, we place a strong emphasis on student growth¿both academically and socially. Our teaching and learning programs are guided by evidence-based research and best practice, ensuring that all students are supported to achieve their personal best. Ongoing assessment and data analysis help us to monitor progress and tailor learning experiences that meet the diverse needs of every student. Our diverse student body reflects a wide range of cultural backgrounds, which enriches our community. We take pride in our robust English as an Additional Language (EAL) program, supported by dedicated Multi-Cultural Educational Aides and a Community Hub Coordinator. Together, they strengthen home-school partnerships, encourage parental engagement, and ensure that families feel valued and welcomed within our school. With an average enrolment of approximately 400 students, Wyndham Park Primary School is home to 20 classes organised into five dynamic learning communities. Straight grades run in Foundation, Year 1 and Year 2 to support the transition and establishment of foundational skills and knowledge, while we implement multi-age grade structures¿Years 3/4 and Years 5/6¿for our older students. The recent opening of Early Learning Victoria Bimbit, our on-site early learning and childcare centre, further enhances this transition, providing children and families with a consistent and supportive pathway into Foundation. Our on-site Community Hub complements this pathway, bringing together families, staff and the local community through programs and support that strengthen connections between home and school. Our enriching specialist programs include Visual Arts, Performing Arts, Physical Education, and Spanish, all designed to inspire creativity and critical thinking. Our team comprises highly motivated professionals, including School Leaders, Teachers, Education Support Staff, and Volunteers. Collaboratively, they work within Professional Learning Community Teams, School Improvement Teams, and Administration Teams to deliver a comprehensive educational program, enhanced by a wide range of Information Technology resources. Our primary online learning platform, Compass, serves as a vital communication tool connecting school and home. Wyndham Park Primary School places a strong emphasis on Social and Emotional Learning through our Respectful Relationships curriculum and targeted support interventions. We follow the School Wide Positive Behaviour Support Framework (SWPBS), enriched by our trauma-informed practices derived from the Berry Street Education Model (BSEM). Our extensive and highly experienced Wellbeing Team includes two Assistant Principals, Leading Teachers, a School Counsellor, Psychologist, Family Engagement and Support Worker, Speech Pathologist, Allied Health Professionals, and Engagement and Wellbeing Officer. We are proud to offer a dedicated paediatric service on-site, which provides tailored physical and mental health supports to meet the needs of both our students and their families. This service strengthens our ability to offer wraparound care and reinforces our commitment to supporting the whole child. Our mission is to create invigorating and inspiring classroom environments where students eagerly engage in their learning journey. We aspire for our students to see themselves as lifelong learners, developing a genuine love for the process of learning and making it uniquely their own. Applications close Tuesday 8 September 2026 at 11.59pm Posted 26 August 2026

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Teacher Salary Data in Melbourne

View detailed salary ranges from 6 listings with reported compensation ›

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