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 responsive teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other 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.
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.
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.
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
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
- 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
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.
Solway Primary School has proudly served the communities of Ashburton, Glen Iris and East Malvern for more than 75 years. Located in Melbourne's inner eastern suburbs, the school is at the heart of a vibrant, engaged and supportive community, characterised by strong partnerships between staff, students and families. With an enrolment of approximately 325 students in 2026, Solway Primary School maintains a stable student population and a strong sense of community connection.
Our vision, Empowering curious and caring learners to thrive in an inclusive community, guides all aspects of school life and reflects our commitment to developing students who are confident, capable and connected learners. This vision is underpinned by our core values of Respect, Responsibility and Resilience, which are explicitly taught, celebrated and embedded throughout the school culture. Our school motto, Our Best Always, reflects the high expectations we hold for ourselves and one another as learners and community members.
In 2026, the school is organised into 14 classes and staffed by a highly skilled and collaborative team comprising Classroom Teachers, Education Support staff, specialist teachers, a Learning Specialist, Assistant Principal and Principal. Staff work within a strong Professional Learning Community culture, characterised by collective responsibility for student learning, collaboration, reflective practice and a commitment to continuous improvement.
A key strategic priority at Solway Primary School is the implementation of evidence based teaching practices informed by the Science of Learning, the Science of Reading and the Victorian Teaching and Learning Model 2.0. Teachers engage in ongoing professional learning focused on explicit and responsive teaching practices, ensuring that learning intentions, success criteria, engagement norms, checks for understanding and responsive instructional strategies are consistently embedded across classrooms. Staff are supported by instructional leaders who work alongside teachers to strengthen practice, build consistency and improve outcomes for all students.
Solway Primary School is committed to providing every student with access to high quality teaching and learning. Teachers use assessment and learning data to inform instruction, ensuring that learning is responsive and targeted to student needs. Staff are encouraged to engage with current educational research and contribute to a culture of professional inquiry and growth.
Student wellbeing is central to our work. The school implements School Wide Positive Behaviour Support (SWPBS), with a strong emphasis on the explicit teaching of behavioural expectations aligned to our values. Through consistent routines, positive relationships and clear expectations, we strive to create a calm, predictable and inclusive learning environment where all students feel safe, connected and ready to learn. The school is committed to supporting the academic, social and emotional development of every child.
Our curriculum is aligned with the Victorian Curriculum and provides students with a strong foundation in Literacy and Numeracy while also fostering creativity, critical thinking and curiosity. Specialist programs in Science, Japanese, Physical Education and Visual and Performing Arts enrich student learning and provide opportunities for students to develop a broad range of skills and interests. Students also participate in a wide range of extracurricular opportunities, including sport, debating, chess, mathematics programs, leadership initiatives and community events.
The school enjoys excellent facilities, including contemporary and flexible learning spaces, a Science Centre, Library and Learning Centre, Visual and Performing Arts spaces, a multipurpose hall and extensive outdoor learning and play areas. Our grounds feature a synthetic turf oval, sports courts, fitness stations, nature based play spaces, a kitchen garden and a recognised sustainability program that supports environmental education across the school.
Digital technologies are integrated thoughtfully across the curriculum to enhance teaching and learning. Students in Years 3 to 6 access school managed devices, while staff utilise contemporary technologies to support planning, assessment, communication and instruction. Solway is committed to ensuring technology supports purposeful learning while maintaining a balanced approach to student wellbeing and engagement.
Staff joining Solway Primary School become part of a welcoming, supportive and high performing learning community that values collaboration, professional growth and a shared commitment to improving outcomes for all students. We seek educators who are committed to evidence based practice, continuous improvement and making a positive difference in the lives of children and families.
