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.
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.
Skye Primary School is located in the City of Frankston in Melbourne's south-eastern suburbs, approximately 38 kilometres from the Melbourne CBD. Established in 1873, the school originally served a rural market garden community. Today, it enjoys a unique blend of suburban and rural surroundings, creating a distinctive and welcoming environment.
The school has undergone significant capital works, including the recent opening of a state-of-the-art basketball stadium featuring a music room, stage, and commercial kitchen. Additional refurbishments include a new Administration building, a modern Library, and the transformation of the old library space into a STEAM (Science, Technology, Engineering, Arts, and Mathematics) centre. The extensive school grounds feature a football oval, soccer pitch, two basketball/netball courts, and three separate playgrounds, including the dedicated 'Prep Backyard.' The campus comprises five main buildings and four portable classrooms, offering a mix of traditional and flexible learning spaces.
In 2026, Skye Primary School had an enrolment of 544 students from Prep to Year 6, with a Student Family Occupation Education (SFOE) index of 0.4422, placing it in the 'medium' socio-educational band. The staffing profile includes a Principal, two Assistant Principals, a Disability and Inclusion Coordinator, and two Learning Specialists. The teaching team consists of 33.5 teachers (including Principal Class) and 13.2 Education Support (ES) staff, including three office administration staff and a qualified school nurse. The school operates 25 grades. Specialist programs offered include Visual Arts, Physical Education, Music, STEAM, Japanese (LOTE), and Kitchen Garden.
All classrooms are equipped with Interactive TVs, and the school maintains a 1:2 student-to-device ratio. iPads are provided for students in Prep to Year 2, while laptops are available for students in Years 2 to 6. This modern infrastructure supports the school's commitment to providing a high-quality, technology-enhanced learning environment.
Our Vision
To build a connected community that inspires and empowers learners to be successful in an ever-changing world.
We believe that every member of our school community plays a role in achieving this vision.
- Teaching Community ¿ Our educators foster a high-impact learning environment, equipping students with the knowledge, skills, and behaviours they need to thrive as literate, numerate, creative, and socially responsible individuals.
- Student Community ¿ Students are challenged and supported to reach their full potential, growing into confident, engaged, and responsible members of society.
- Parents & Community Members ¿ We encourage families to be active contributors to school life, showing enthusiasm for student growth and supporting the learning journey.
Our Values
Our core values shape our interactions, learning, and school culture.
- Respect ¿ We show care for others and act with kindness.
- Relationships ¿ We foster positive connections and embrace diversity.
- Resilience ¿ We face challenges with determination and a growth mindset.
- Responsibility ¿ We take ownership of our actions, learning, and environment
Teaching and Learning
At Skye Primary School, our approach to teaching and learning is purposeful, research-informed, and designed for success. Every student is entitled to high-quality instruction that is engaging, structured, and tailored to build both confidence and deep understanding. Our teaching practices are evidence-based, ensuring that all students develop essential skills and knowledge in a way that maximises their potential.
Enabling Learning
- We create the right conditions for learning by fostering a calm, structured, and predictable environment where every child can succeed. Consistent routines are embedded across all classrooms, ensuring minimal disruptions and maximum instructional time. This approach supports student focus, builds confidence, and strengthens engagement in learning.
- Our teaching is structured, clear, and carefully sequenced, ensuring students develop mastery of essential skills and concepts. Lessons are broken down into manageable steps, with teachers providing explicit modelling, guided practice, and immediate feedback. This approach ensures that all students gain a strong foundation in their learning and feel equipped to succeed.
- Collaboration is at the heart of continuous school improvement. At Skye Primary, our Professional Learning Communities (PLCs):
- Develop whole-school teaching and learning programs that carefully sequence knowledge to be taught and assessed.
- Use rigorous data analysis to ensure that instruction is responsive to student needs, allowing for targeted teaching and intervention.
- Work collaboratively to refine instructional strategies, ensuring that all students receive the best possible learning experience.
- By combining structured teaching, a positive learning environment, and a culture of continuous improvement, we ensure that every student at Skye Primary School is set up for success.
Explicit Instruction
Professional Learning Communities (PLCs)
Wellbeing
At Skye Primary School, wellbeing is at the heart of everything we do. We know that when students feel safe, valued, and supported, they are best equipped to learn, grow, and thrive. Our approach is proactive, inclusive, and grounded in evidence-based, trauma-informed practices, ensuring the emotional, social, and physical wellbeing of every child.
Wellbeing is a shared responsibility, and we recognise the vital role that families, educators, and the broader community play in supporting students. We work closely with families and external support services to ensure every child receives the care, guidance, and encouragement they need. Through strong relationships, open communication, and a deep understanding of trauma-informed approaches, we create a school environment where students feel secure, connected, and ready to engage in their learning with confidence.
