Ongoing Classroom Teacher ¿ 2027
Banum Warrik Primary School is a new and growing school in Kalkallo, proudly located on the traditional lands of the Woiwurrung People. Since opening in 2024, we have continued to build a school culture that is inclusive, culturally safe, collaborative and genuinely welcoming.
Our community is rich in culture, language and lived experience, and we see this diversity as one of our greatest strengths. We are looking for staff who value relationships, inclusion, high expectations and the opportunity to help shape a school as it grows.
At Banum Warrik, staff wellbeing matters. We aim to create a workplace where people feel supported, trusted and able to do their best work without unnecessary noise. We value clear systems, shared responsibility, strong teams and a healthy work-life balance.
We are a school that takes the work seriously, but not ourselves too seriously. Staff are encouraged to bring their strengths, ideas and personality to the role. We work hard, support each other, celebrate wins and keep students at the centre of everything we do.
If you are looking for a school where you can contribute, grow, laugh, lead and make a genuine difference, Banum Warrik Primary School may be the right place for you.
We are seeking highly motivated, compassionate and innovative classroom teachers who are committed to working collaboratively with school leaders, teaching teams, education support staff, students, families and the wider community. This is an exciting opportunity to contribute to the continued growth and development of a new school in Kalkallo, and to help shape a positive, inclusive and high-expectations learning environment for every student.
The Role
This is a full-time classroom teaching position.
We are looking for teachers who are committed to high-quality teaching and learning, strong relationships, inclusive practice and collective responsibility. The successful applicant will be part of a collaborative staff team that values professional learning, evidence-informed practice, cultural responsiveness and a shared commitment to student wellbeing, safety and achievement.
About Our School
Banum Warrik Primary School is located in the Cloverton Estate in Kalkallo, on the traditional lands of the Woiwurrung People. Kalkallo is situated along the Hume Freeway, approximately 50 kilometres north of Melbourne, and is part of the North-West Victoria Region.
Our school opened in 2024 with 140 students from Foundation to Grade 6. As a new and growing school, Banum Warrik Primary School is projected to grow significantly in the coming years, with an anticipated enrolment of approximately 600 students in 2027. This growth provides a unique opportunity for staff to contribute to the development of school culture, curriculum, systems and community partnerships from the early stages of the school¿s journey.
The school is positioned in a vibrant and developing part of the Cloverton Estate, surrounded by parks, sporting fields, playgrounds and open community spaces. Most students who attend Banum Warrik Primary School live locally, and the school plays an important role in supporting the continued development of a strong, connected and inclusive local community.
Building genuine partnerships with families, community organisations and government services is central to our work. The Kalkallo North Community Centre, operated by Hume City Council, is located adjacent to the school and provides important services for the local community, including maternal and child health, playgroups, kindergarten and other family support services.
Banum Warrik Primary School has state-of-the-art facilities designed to support the learning, wellbeing and engagement of all students. The school¿s learning environments are calm, organised and purposeful, supporting collaboration, connection and a strong sense of belonging. Facilities include a library, science/STEM spaces, a food technology room, an art room, a full-size gymnasium, performing arts spaces and a canteen.
Our Community
Banum Warrik Primary School is proud to serve a culturally rich and diverse community. Approximately 80% of students come from English as an Additional Language backgrounds, with many families speaking languages including Punjabi, Hindi and Arabic.
We see this diversity as one of our greatest strengths. Our school is committed to creating a culturally responsive, inclusive and welcoming environment where every student, family and staff member feels valued, respected and connected.
Understanding the lived experiences, cultural identities and learning needs of our students and families is central to our practice. Cultural responsiveness, inclusive education and trauma-informed practice underpin the way we build relationships, support wellbeing and engage with families.
Our Vision, Motto and Mission
Banum Warrik Primary School¿s Statement of Values and School Philosophy guides the work we do and provides the foundation for our school community.
Vision
At Banum Warrik Primary School, every individual has the potential to be their best self and achieve success. We strive to create an environment that fosters a love of learning, encourages personal growth and inspires excellence in all aspects of school life.
School Motto
Embracing Diversity, Supporting Inclusion, Striving for Excellence
Mission
Banum Warrik Primary School provides a safe, caring and inclusive environment where every individual can achieve their full potential. We are committed to delivering high-quality educational opportunities that foster critical thinking, creativity, curiosity and a lifelong love of learning.
Objective
Our objective is to empower students to become responsible, compassionate and engaged citizens who are equipped with the skills, knowledge and values necessary to succeed in a rapidly changing world.
Our Values
Our school values guide the way we learn, work and interact as a community.
Respect
We show respect for ourselves, for others and for our environment.
Resilience
We are resilient when faced with challenges and use strategies to keep persevering.
Integrity
We act with integrity and do what we know is right.
Authenticity
We are true to our authentic selves and are proud of who we are.
Our Approach to Wellbeing
At Banum Warrik Primary School, student wellbeing, safety and care are shared responsibilities. Staff use the principles of inclusive education and trauma-informed practice to support all learners.
To support the implementation of FISO 2.0, the school embeds a tiered approach to wellbeing. This includes universal, targeted and individualised supports that promote student engagement, inclusion and success.
Expected behaviours are explicitly taught and linked to our school values. Diversity and inclusion are central to the development of culturally safe learning environments where all students can participate, contribute and thrive.
We use restorative practices alongside a clear behaviour response framework to address concerning behaviours, repair relationships and support students to develop the skills they need to succeed. Targeted and individual supports are provided for students who require additional assistance.
All staff contribute to a culture where wellbeing, safety, care and learning are understood as deeply connected.
Our Culture
Banum Warrik Primary School is building a culture based on collaboration, transparency, inclusion and belonging. We believe that strong relationships and collective responsibility are essential to ensuring every student is known, valued and supported.
As a growing school, we offer staff the opportunity to be part of something meaningful. Teachers at Banum Warrik Primary School contribute not only to classroom learning, but also to the development of whole-school culture, curriculum, community partnerships and inclusive practices.
We value staff who bring curiosity, professionalism, compassion and a willingness to work as part of a team. We are committed to developing a school environment where staff feel supported, challenged and proud of the work they do.
If you are seeking an opportunity to make a genuine difference in a growing and diverse school community, Banum Warrik Primary School offers a truly unique and career-defining opportunity.
For further information or to arrange a school tour, please contact:
Thank you for considering Banum Warrik Primary School. We look forward to receiving your application.
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:
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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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
