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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
Orrvale Primary School, with a current enrolment of approximately 374 students, is located five kilometres south-east of Shepparton in a rural setting surrounded by local orchards. Our school combines the opportunities and resources of a larger primary school with a strong sense of community, where relationships with students, families and the wider community are highly valued.
The school currently operates straight-grade classes throughout. In 2027, we anticipate operating 17 classes. Students participate in a broad range of specialist programs, with the anticipated 2027 program including Physical Education, Visual Arts, STEM, Italian and Digital Technologies. Our facilities include a dedicated STEAM hub incorporating STEM, robotics and coding, Visual Arts and flexible learning spaces.
A whole-school curriculum plan and year-level scope and sequence documents, aligned with the Victorian Curriculum, guide teaching and learning across all curriculum areas. Teaching practice is evidence-informed and reflects the principles of the Victorian Teaching and Learning Model 2.0. Our instructional approaches emphasise explicit teaching, teacher clarity, purposeful practice, substantive classroom discussion and the careful management of cognitive load.
Our approach to English incorporates dedicated Skills Hour and Literature Hour instruction. Students develop foundational literacy knowledge and skills alongside rich experiences with quality texts, vocabulary, reading comprehension, writing and classroom discussion. In Numeracy, explicit instruction, regular assessment and opportunities to develop fluency, reasoning and problem-solving support the growth of every learner.
Staff work collaboratively through Professional Learning Communities and common planning processes. Dedicated collaborative time is used to analyse student learning data, plan responsive instruction, moderate assessment, strengthen curriculum knowledge and continually refine classroom practice. Leadership learning walks, coaching, peer observation and feedback further support a strong culture of professional learning.
Our 2026 school review affirmed the quality of teaching and learning at Orrvale, together with the strength of staff collaboration, professional commitment and connection across the school community. Building on this foundation, our strategic priorities for 2027 will remain focused on improving literacy outcomes for all students and providing a supportive and inclusive climate for learning.
The Orrvale Way Model brings together our vision, values and approach to teaching, wellbeing and inclusion. Our vision, Educating Hearts and Minds, reflects our commitment to nurturing both learning and wellbeing. Through this vision, we seek to empower every student to become a confident, compassionate and capable learner who can Learn, Belong and Thrive.
These three values guide our work:
- Learn: We pursue learning and growth.
- Belong: We build strong connections and value everyone.
- Thrive: We support every person to reach their potential.
The Orrvale Way also expresses our commitments to ensuring every child is known, supported and challenged; working in partnership with families; and creating a workplace in which staff are supported, valued and motivated.
Our practice is organised through a Multi-Tiered System of Support. Tier 1 provides high-quality teaching, inclusive and safe environments, social and emotional learning, effective classroom practices, and proactive wellbeing and engagement support for every student. Tier 2 provides targeted interventions, small-group learning, wellbeing support and learning adjustments for students requiring additional assistance. Tier 3 provides intensive and individualised support through Individual Education Plans, Student Support Groups, positive behaviour support plans, individual interventions and collaboration with allied health and external services.
The eight Orrvale Way Habits provide a consistent foundation for learning and behaviour across the school. Students are explicitly taught to:
- Communicate kindly and respectfully.
- Embrace mistakes as opportunities to learn.
- Follow school routines and remain SET during class.
- Maintain an organised personal and shared workspace.
- Focus on their learning and use time well.
- Be caring, kind and safe with others.
- Use strategies to manage their emotions.
- Care for the school environment.
Our wellbeing approach incorporates Emotional Intelligence, informed by RULER, to develop emotional literacy, empathy, self-awareness and positive relationships. This is strengthened through our partnership with Real Schools, restorative practices, consistent whole-school routines and the Learning Mentor Program, which helps ensure students have trusted adults within the school.
A range of targeted learning, engagement and wellbeing opportunities provides additional support for students. These include woodworking, DRUMBEAT, the Stephanie Alexander Kitchen Garden program, structured lunchtime activities and targeted small-group interventions. Our approach is proactive, relational and inclusive, with an emphasis on understanding student needs, explicitly teaching positive behaviours and treating mistakes as opportunities for learning and repair.
Orrvale¿s community continues to grow in cultural diversity. Currently, 43 students speak English as an additional language, representing nine languages, with the largest language communities coming from India and Türkiye. We also proudly support 28 Aboriginal and Torres Strait Islander students and are committed to embedding Aboriginal and Torres Strait Islander histories, cultures and perspectives throughout school life. Orrvale Primary School acknowledges the Yorta Yorta and Bangerang peoples as the Traditional Owners of the land on which our school is located.
Orrvale is strongly committed to providing an inclusive learning environment in which every student is known, valued, supported and challenged. Currently, 136 students are included in the Nationally Consistent Collection of Data on School Students with Disability. Teachers and education support staff work collaboratively to plan and document reasonable adjustments, deliver targeted interventions and provide meaningful access to learning for students with diverse strengths and needs.
High staff morale, strong professional collaboration and genuine partnerships with families contribute to a positive school culture. Students, staff and families take pride in belonging to Orrvale, and we believe that respectful relationships and shared responsibility are fundamental to every child¿s success.
