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
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.
Teach at Wendouree Primary School
A School Where Staff and Students Thrive
Wendouree Primary School is a vibrant, inclusive and high-performing learning community where every child is known, valued and supported to achieve their personal best. We are proud of the strong relationships we build with our students, families and one another, creating a culture where people feel connected, respected and inspired to learn.
Our dedicated staff share a commitment to high-quality teaching, continuous improvement and inclusive practice. We believe that every student can succeed when provided with excellent teaching, strong relationships and the right level of support.
We proudly serve a diverse community of learners. Many of our students bring a wide range of strengths, experiences and needs to school, including developmental differences, trauma backgrounds and challenges with emotional regulation. Our teachers work collaboratively with Education Support staff, specialist teachers, allied health professionals and families to ensure every student can access learning, experience success and develop confidence.
At Wendouree Primary School, inclusion is not an initiative¿it is part of who we are. We maintain high expectations for every learner while recognising that students may require different pathways, personalised adjustments and targeted supports to thrive. Our approach is underpinned by trauma-informed practice, positive behaviour support, predictable routines and co-regulation strategies that enable students to feel safe, connected and ready to learn.
Our wellbeing and engagement framework is built upon the TRIBES Learning Agreements:
- Mutual Respect
- Attentive Listening
- Appreciation / No Put Downs
- Right to Pass & Participate
- Personal Best
These shared values are embedded across every classroom and help create a positive, supportive learning environment for students and staff alike.
Teaching and Learning
Teaching at Wendouree Primary School is grounded in evidence-based practice and a shared commitment to instructional excellence. Our curriculum is aligned with the Victorian Curriculum 2.0 and delivered through the Victorian Teaching and Learning Model (VTLM 2.0), providing consistency, clarity and high expectations across the school.
Teachers are supported through collaborative planning, coaching and professional learning led by our Learning Specialists and leadership team.
Our whole-school instructional approach includes:
- Fountas & Pinnell Benchmark Assessment System (BAS)
- Talk for Writing
- Sound Waves
- InitiaLit and MultiLit intervention programs
- Positive Approach to Mathematics
- Essential Assessment
- Personalised learning through IEPs, ILPs and tiered intervention
- Literacy and Numeracy Learning Specialists who coach and mentor staff
- Data-informed planning and assessment cycles
- Strong Professional Learning Community (PLC) structures focused on improving student outcomes
Specialist and Enrichment Programs
Students experience a broad and engaging curriculum through specialist programs including:
- STEM
- Visual Arts
- Performing Arts
- Physical Education
- Italian
- Respectful Relationships
Wendouree Primary School is also proud to be a Stephanie Alexander Kitchen Garden School, where students develop practical life skills through cooking, gardening and sustainability education while building confidence, teamwork and responsibility.
A unique feature of our school is our CREATE Program (Cooperation, Relationships, Engagement, Adventure, Teamwork and Enjoyment). CREATE provides flexible learning opportunities that support students to develop emotional regulation, resilience, confidence and positive engagement with school.
Our innovative Cross-Age CREATE program pairs Year 6 students with Foundation students, providing authentic leadership opportunities for senior students while supporting younger learners to develop confidence, connection and belonging.
Why Join Wendouree Primary School?
Joining Wendouree Primary School means becoming part of a welcoming, collaborative and highly supportive professional team. We value the expertise every staff member brings and believe that the best outcomes for students are achieved when educators work together.
As a classroom teacher you will benefit from:
- A collaborative and supportive leadership team
- High-quality professional learning and instructional coaching
- Strong Professional Learning Communities focused on improving practice
- Access to experienced Learning Specialists and wellbeing staff
- Collaborative planning and moderation
- A strong culture of inclusion and innovation
- Opportunities to contribute to whole-school improvement initiatives
- A school community that genuinely values staff wellbeing
Whether you are an experienced teacher or looking for an opportunity to further develop your practice within a supportive environment, Wendouree Primary School offers the opportunity to work alongside passionate educators who are committed to making a difference every day.
We are seeking an enthusiastic, reflective and student-centred classroom teacher who shares our belief that every child can learn, grow and succeed. If you are passionate about high-quality teaching, inclusive practice and building strong relationships, we would love to welcome you to the Wendouree Primary School community.
Our Impact
At Wendouree Primary School, we are proud of the positive outcomes our students achieve and the culture our staff have built together. Through high-quality teaching, strong relationships and a commitment to continuous improvement, our students consistently demonstrate excellent growth in both learning and wellbeing.
Recent highlights include:
- Strong student growth and achievement in NAPLAN, with students demonstrating growth above state and similar school averages.
- Outstanding student wellbeing outcomes, with Attitudes to School Survey data reflecting high levels of student engagement, effective teaching, school connectedness and positive classroom climate.
- A collaborative professional learning culture underpinned by the Victorian Teaching and Learning Model (VTLM 2.0), evidence-informed practice and ongoing instructional coaching.
- Recipient of the Victorian Education Excellence Awards (VEEA) Outstanding Education Support Team Award, recognising the exceptional work of our Education Support staff and our whole-school commitment to inclusion, collaboration and student success.
- State recognition of our innovative CREATE program, with Wendouree Primary School invited to present its approach to inclusive practice and student engagement at the Victorian State Principals' Conference.
- An award-winning Stephanie Alexander Kitchen Garden Program, recognised for excellence in sustainability, environmental education and authentic student learning experiences.
- Strong partnerships with families, allied health professionals and community organisations, ensuring students receive coordinated, wraparound support.
- A genuine commitment to staff wellbeing, collaboration and professional growth, where teachers are encouraged to innovate, reflect and continually develop their practice.
These achievements reflect the dedication of our entire school community and our belief that every child deserves the opportunity to experience success, belonging and high-quality learning every day.
