Classroom Teacher
Wandiligong Primary School · Wandiligong, VIC
Location Profile
Wandiligong Primary School is situated in the historic township of Wandiligong, approximately 330 kilometres northeast of Melbourne and 80 kilometres from Wangaratta. Established in 1870, our school grounds encompass the original building, which houses three classrooms, as well as a dedicated multi-purpose room. Additionally, the principal and business manager¿s offices are in a separate building with staff facilities. Our grounds offer a wide range of outdoor amenities, including a covered learning area, courtyard, tennis court, gaga pit, and an oval.
In recent years, we have made significant investments in upgrading our facilities. These include a newly developed multipurpose learning space featuring workbenches and two fully equipped kitchen areas, as well as an outdoor classroom that integrates a vegetable garden. This outdoor space supports our Sustainable Wandi program, which is embedded in our whole-school curriculum. We have also upgraded student toilet facilities and invested in enhancing the playground and yard equipment to further engage our students in outdoor activities.
Our school is composed of three main classes, a P-2, 3-4 and a 3-6 class, with frequent opportunities for cross-age collaboration and whole-school projects. The school¿s staffing includes a principal, 3.4 FTE teachers, specialist staff including a .1 FTE Art teacher, .1 FTE Library teacher, .2 FTE LOTE (Italian) teacher, 2 FTE Education Support staff member, and a .6 FTE Business Manager. We are supported in arts and library instruction by the Mobile Area Resource Centre (MARC) and Mobile Area Arts Centre (MAAC), which visit on alternating fortnights.
At Wandiligong Primary School, teaching is intentional, and every action is purposefully designed to foster the growth and development of our students. We follow a sequenced and structured approach to literacy, with middle and upper primary students focusing on a different core text each term. Mathematics is taught using a hands-on methodology to help students progress from concrete to abstract thinking. In other subject areas, we implement an Inquiry-based model, integrating these subjects into a term-long project that is related to a concept that is consistent across the school and align with the Victorian Curriculum.
We provide diverse opportunities for student leadership, fostering confidence and responsibility in students of all ages. Our school¿s core values¿respect, responsibility and resilience¿are at the heart of our culture, ensuring that every student is visible, valued, and accepted for who they are.
As a small, rural school, we take pride in the adaptive, creative, and socially skilled students we develop. Collaboration among staff is a cornerstone of our practice, with regular planning sessions and opportunities for professional dialogue. The school is also a committed member of the Alpine cluster, actively participating in interschool events and maintaining close ties with neighbouring schools.
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.