Grow With Us at Balambalam Primary School in 2027
School Tours
We strongly encourage interested applicants to attend a school tour before applying. Joining a new and growing school is an important decision, and we want the process to be the right fit both ways. A tour will give you the opportunity to see our learning spaces, understand our school context, hear more about our curriculum wellbeing and inclusion approaches, meet members of leadership and consider whether Balambalam Primary School is the right professional fit for you.
School tours will be held on:
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Thursday 18th June @ 4:15pm (Term 2 Week 9)
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Monday 22nd June @ 4:15pm (Term 2 Week 10)
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Thursday 16th July @ 4:15pm (Term 3 Week 1)
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Monday 20th July @ 4:15pm (Term 3 Week 2)
Please register your attendance using the Google Form: https://forms.gle/2NMvnE4Z1A3qQKEe6
About Balambalam Primary School
In 2027, we are no longer beginning from a blank page. We are building on the foundations established in our first year. This is an important time to join our growing school community. We are continuing to grow, refine and strengthen the culture, practices and expectations that will shape our school for years to come.
Located on Bunurong Country in the heart of Clyde North, Balambalam Primary School is a new Supported Inclusion government primary school entering its second year of operation in 2027. As a school community, we acknowledge the Bunurong People as the Traditional Custodians of the land on which we learn, work and grow. We pay our respects to Elders past and present and recognise their continuing connection to Country, culture and community.
In 2027, our school community will continue to grow with the opening of a kindergarten on site. This will strengthen early years connections and support smoother transitions for children and families as they move into primary school.
We are seeking passionate, reflective and collaborative educators who want to contribute to a school where every learner, and every staff member, is seen, supported and successful.
Supported Inclusion
Balambalam Primary School is a purpose-built Supported Inclusion School designed to meet the needs of a diverse range of learners, including students with disabilities. Inclusion is not a separate program at Balambalam. It is part of the way we teach, lead, collaborate, design learning environments and build relationships.
Our Values
Our work is grounded in our TRUE values:
Tenacity ¿ we keep improving, reflect on our practice and commit to growth.
Relationships ¿ we build trust, connection and belonging.
Unity ¿ we work together with consistency, shared responsibility and care.
Excellence ¿ we hold high expectations and strive for quality in all we do.
Our Professional Culture
At Balambalam, staff are part of a collaborative professional culture where learning is shared, practice is strengthened through feedback, and improvement is a collective responsibility.
We are committed to evidence-based teaching, inclusive practice, strong wellbeing systems and meaningful partnerships with families and the wider community.
We are looking for educators who are relational, curious and committed to making a difference. We value people who bring professionalism, high expectations, collaboration, flexibility and a willingness to keep improving.
Our Curriculum and Instructional Approach
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Balambalam Primary School is building an evidence-based, knowledge-rich curriculum aligned to the Victorian Teaching and Learning Model 2.0.
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Our teaching is delivered through a consistent Instructional Model based on gradual release: Review, Explicit Teaching, Supported Application and Application.
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Teachers plan for acquisition, fluency and generalisation, ensuring students learn new knowledge, practise with increasing accuracy and automaticity, and apply learning in new contexts.
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In literacy, we deliver synthetic phonics through Little Learners and use DIBELS to assess, monitor progress and identify next steps for learning.
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Our curriculum is strengthened through specialist programs in Science, Performing Arts, Visual Arts and Physical Education/Health.
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In 2027, we will begin community consultation as we explore the introduction of a language program.
Our Wellbeing Approach
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Wellbeing is embedded in daily practice at Balambalam, with a strong focus on relationships, belonging and emotional safety.
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We are embedding Positive Classroom Management Strategies (PCMS) to support calm, predictable and respectful learning environments.
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We use the Zones of Regulation to help students recognise emotions, build regulation strategies and re-engage in learning.
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Each day, and each staff professional learning session, begins with Circle Time to prioritise connection, voice and relationships.
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We are committed to being culturally responsive in the way we teach, connect with families and support our diverse community.
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Social and emotional learning is embedded into the daily curriculum, with targeted interventions and wellbeing groups provided for students who need additional support.
Who We Are Looking For
We are seeking staff who believe that every child can learn, grow and thrive when they are known, supported and challenged.
We are looking for people who want to contribute not only to classrooms, but to the ongoing development of our school culture.
Balambalam Primary School is a place where relationships matter, improvement is ongoing, inclusion is lived, and every person has a role in contributing to our school.
If you are ready to grow with us, contribute with purpose and help shape the next chapter of our school community, we encourage you to apply.
Application Information
Applicants should submit:
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a cover letter addressed to the Principal, outlining why you want to join Balambalam Primary School and what you would bring to our learning community
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a response to the selection criteria
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a resume including the contact details of at least three professional referees, including email addresses and phone numbers
Please include your name in the title of your attachment/s, place your name on each page of your application, and combine your CV and application responses into one PDF document.
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.
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
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.
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.
