Classroom Teacher

Thomastown Meadows Primary School is a vibrant and inclusive learning community, located in a quiet residential setting. With an enrolment of approximately 216 students, the school reflects a rich cultural diversity, with many students from multilingual backgrounds. This diversity is embraced as a strength, shaping a culture of inclusion, respect and high expectations for all learners.

Our school vision is grounded in the values of respect, honesty and empathy, and is brought to life through a strong commitment to student voice, agency and engagement. We prioritise the development of confident, independent learners who are active participants in their learning and positive contributors to their community.

Thomastown Meadows Primary School is recognised for its strong and consistent approach to student wellbeing. Our School Performance Report data places the school in the highest range within the Whittlesea Network for student wellbeing, reflecting a deeply embedded, whole-school commitment to positive, inclusive and supportive learning environments.

We implement evidence-based, positive classroom management strategies aligned with the School-Wide Positive Behaviour Support (SWPBS) framework. This includes a clear behaviour matrix, explicit teaching of expected behaviours, and a proactive approach that focuses on prevention, engagement and the development of self-regulation. These practices ensure calm, orderly and productive classrooms where all students feel safe, respected and ready to learn.

Student wellbeing is further strengthened through our participation in the Mental Health in Primary Schools initiative, equipping staff with the knowledge and strategies to support the social and emotional development of all students. Relationships are at the core of our work, with a strong emphasis on building trust, connection and a sense of belonging for every child.

Teaching and learning at Thomastown Meadows is driven by collaborative Professional Learning Communities, with a focus on evidence-based practice, data-informed planning and continuous improvement. Staff work together to design engaging and differentiated programs aligned with the Victorian Curriculum, ensuring all students are supported and challenged to achieve their personal best.

Technology is embedded across the curriculum, with all students having access to a number of personalised and innovative learning experiences and devices within the school. Specialist programs, including STEAM, Physical Education, Visual Arts and Music, enrich the curriculum and provide opportunities for students to explore their interests and strengths.

The STEAM program is a key feature of the school, delivered in a purpose-built, well-resourced learning space. Students engage in hands-on, inquiry-based learning that promotes creativity, critical thinking and problem-solving, including opportunities to work with coding, robotics, virtual technologies and 3D design. All specialists¿ programs are intentionally differentiated to cater for a wide range of abilities, ensuring all students are both supported and extended.

At Thomastown Meadows Primary School, we are committed to fostering a culture of high expectations, continuous growth and collective responsibility. We seek educators who are passionate, reflective and dedicated to making a positive impact, and who will contribute to a school environment where every student can thrive academically, socially and emotionally.

We are seeking a highly motivated and passionate educator to join our learning community. The successful applicant will be committed to delivering high-quality teaching and learning while contributing positively to the culture of the school. They will be supported to thrive and grow as an educator through strong collegial relationships, collaborative professional learning teams, and ongoing opportunities for professional development. This role is ideal for a reflective practitioner who is eager to build their capacity, embrace innovation, and make a meaningful impact on student learning and wellbeing.

SC1: Curriculum Knowledge and Student Learning

• Demonstrated knowledge of the Victorian Curriculum, including the integration of literacy and numeracy across all learning areas. 
• Capacity to plan and deliver engaging STEAM learning experiences that incorporate Science, Technology, Engineering, Arts and Mathematics. 
• Demonstrated interest in hands-on experimentation and the use of digital technologies to enhance student learning. 
• Ability to differentiate teaching to meet the diverse learning needs of students. 

SC2: Planning, Teaching and Program Development

• Demonstrated experience in planning and implementing high-impact teaching strategies that promote inquiry, creativity, critical thinking and problem solving. 
• Ability to design and deliver engaging STEAM lessons that include practical investigations and technology-rich learning experiences. 
• Capacity to evaluate the effectiveness of teaching programs and adapt practice to improve student outcomes. 
• Demonstrated ability to incorporate emerging technologies such as robotics, virtual reality (VR) and 3D printing into teaching and learning programs. 

SC3: Assessment and Data Use

• Demonstrated experience in monitoring, assessing and documenting student learning across curriculum areas, including STEAM. 
• Ability to use formative and summative assessment data to inform teaching practice and target student learning needs. 
• Capacity to provide timely, targeted and constructive feedback to students and communicate student progress to parents/carers. 

SC4: Communication and Collaboration

• Highly developed interpersonal and communication skills. 
• Demonstrated ability to build positive relationships with students, colleagues, parents and the broader school community. 
• Experience working collaboratively in teams to plan integrated curriculum programs, including STEAM initiatives. 
• Capacity to promote student engagement, agency and wellbeing through inclusive and supportive classroom practices. 

SC5: Professional Practice and Engagement

• Demonstrated commitment to Department values and professional standards. 
• Willingness to reflect on practice and engage in ongoing professional learning. 
• Interest in innovation and continuous improvement, particularly in STEAM education and the use of emerging technologies. 
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