Classroom Teacher
Seaford Primary School · Seaford, VIC
Location Profile
Seaford Primary School is located in the original part of Seaford and sits in close proximity to the Seaford/Edithvale Wetlands, Kananook Creek and the Seaford Foreshore. The school was established in 1914 and our current enrolment is 228. Currently our SFOE is 0.3784 and our current staffing numbers are 1 Principal, 1 Assistant Principal, 15 teaching staff (including 1 Learning Specialist and 1 Lead Teacher) rand 26 ESS.
School Vision: ¿We inspire curious, lifelong learners and leaders.¿
School Mission Statement: To empower all students to be motivated learners and responsible citizens, ready to meet the challenges of the future.
Our core values¿respect, resilience, inclusiveness, and kindness¿are woven into the fabric of our daily practice. We celebrate diversity and ensure that every student feels safe, supported, and engaged in their learning journey. Our strong commitment to inclusive education means that we are outstanding in supporting all children, regardless of their needs or challenges. Our dedicated staff work tirelessly to create an environment where every child can thrive and achieve their full potential.
Our motto, "From reality we gain understanding," reflects our commitment to providing enriching, real-world learning experiences that extend beyond the traditional classroom.
We offer specialist subjects in Auslan, Physical Education, Art, STEAM and Performing Arts.
At Seaford Primary, we embrace the principles of Stephen Covey¿s 7 Habits of Highly Effective People, which instil a sense of pride and responsibility in our students. The habits¿Be Proactive, Begin with the End in Mind, Put First Things First, Think Win-Win, Seek First to Understand, Then to Be Understood, Synergize, and Sharpen the Saw¿help children navigate their lives effectively and become resilient, collaborative leaders in the future.
Seaford Primary School is fully committed to keeping children safe and has a zero tolerance for child abuse.
In 2026, our focus is on ensuring every classroom delivers strong, consistent teaching and support. We will:
- Embed the Gradual Release of Responsibility (GRR) instructional model (¿I do, We do, You do¿) to ensure clarity, scaffolding, and successful independent practice for all students.
- Use the VTLM 2.0 to guide clear, structured and high-quality instruction across all year levels.
- Strengthen Tier 1 teaching so all students receive explicit, evidence-based instruction every day.
- Develop a clear MTSS approach, using data to identify student needs early and provide timely support and extension.
- Apply our PCMS consistently, ensuring predictable routines and behaviour expectations across all settings.
- Strengthen inclusion, ensuring students with additional needs and those requiring extension are supported within a cohesive, responsive learning environment.
These actions align with our 2026 AIP priorities of improving literacy growth, strengthening engagement, and ensuring consistent, high-quality practice across the school.
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 integrat