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
Performing Arts Teacher.
Required 2 Days a week.
Possibility of contract extension.
-
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.
Mentone Park Primary School Location Profile-
Small in size. Big in impact.
Mentone Park Primary School is a vibrant, inclusive government school located in Mentone, 29 kilometres from Melbourne CBD. Proudly serving the Mentone community since 1968, our school has a proud legacy of delivering high-quality education in a safe, welcoming, and inclusive community. With a current enrolment of 181 students from Foundation to Year 6, Mentone Park is a school where every child is known, nurtured, and challenged to achieve their full potential.
We respectfully acknowledge the Traditional Owners of the land, the Bunurong people of the Kulin Nation, and celebrate our commitment to reconciliation through our Indigenous Garden and the development of our Reconciliation Action Plan.
At the heart of Mentone Park Primary School is a clear vision: to ignite a passion for learning and prepare our students for the future. We are committed to fostering curiosity, developing confidence, and nurturing the whole child in a supportive, inclusive environment where every student can thrive. Our school community is guided by our TIER values¿Teamwork, Integrity, Excellence, and Respect. These principles underpin everything we do, from learning in the classroom to outside playground interactions, helping students develop strong character alongside academic skills.
We are proud of our strong culture of learning, safety, collaboration and trust. Students are at the centre of all decisions, and staff are empowered to work together in an environment built on respect, shared responsibility, and mutual support. These elements are foundational to the way we lead, teach, and care for every learner.
We believe that high-impact learning cannot occur without psychological safety and a deep sense of belonging. Our community embraces open communication, restorative practices, and collective efficacy, ensuring both students and staff thrive.
We have a strong focus on English and Mathematics, delivering a carefully sequenced and rigorous curriculum aligned to the Victorian Curriculum. In 2024, we undertook a School Review, a reflective and collaborative process that has shaped our Strategic Plan and guided our future direction.
We launched our new instructional model which is aligned to the Victorian Teaching and Learning Model (VTLM 2.0). We implement explicit teaching, guided by the Gradual Release of Responsibility (I Do, We Do, You Do). Instruction is clear, intentional and evidence-based, supported by formative assessment and feedback to maximise student growth.
At Mentone Park Primary School, our English program from Foundation to Year 6 is informed by the science of learning and guided by evidence-based practices. We deliver systematic and direct explicit instruction that ensures all students build strong foundational skills and develop into confident, capable and literate learners. Our approach is designed to improve student learning outcomes across all year levels, with a consistent and professional commitment to high-quality teaching.
Our reading approach from Foundation to Year 6 is carefully designed to encompass all six essential components of reading, ensuring every student develops the skills they need to become successful, lifelong learners. The six components of reading that underpin our literacy instruction; Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension and Oral Language.
In Foundation to Year 2, we have implemented InitiaLit (developed by MultiLit) as our core English program for all students. InitiaLit is an evidence-based approach to early literacy instruction, which integrates systematic, explicit teaching of phonics, reading, spelling, vocabulary, and comprehension. Aligned with the Victorian Curriculum, InitaLit supports all students in building strong foundational reading skills while also identifying and addressing the needs of those requiring additional support. By using InitiaLit, we ensure a consistent, structured curriculum that reflects the latest research in how children learn to read and write, setting our students up for long term academic success and a lifelong love of reading. InitaLit integrates whole-class instruction while also providing small group and one-to-one support for those requiring additional help. This multi-tiered approach ensures that diverse learning needs are met.
In Years 3 and 4, we use SpellEx (developed by MultiLit) which is a systematic, structured and evidence-based reading and spelling program tailored to meet the needs of all our learners. It integrates key components of reading, such as phonics, morphology, vocabulary, and comprehension into engaging lessons that reinforce spelling patterns and reading strategies. Students also participate in novel studies that build strong reading, writing and thinking skills through high quality literature. Each unit guides students through a carefully chosen novel, combining vocabulary, grammar, and comprehension in engaging evidence-based lessons.
In Years 5 and 6, we use PhOrMes (developed by Shane Pearson) which is an evidence informed program that utilises the science of reading and learning. Students focus on target graphemes, spelling rules, morphology, word origins and build a deeper understanding of how words work. Students also participate in novel studies that build strong reading, writing and thinking skills through high quality literature. Each unit guides students through a carefully chosen novel, combining vocabulary, grammar, and comprehension in engaging evidence-based lessons.
Our reading intervention programs are MiniLit (F-2) and MacqLit (3-4), part of the MultiLit suite of programs. Both these programs align with the scope and sequence of our core InitiaLit program. Sessions are additional to the explicit Literacy instruction in the classroom. MiniLIt and MacqLit programs provide explicit and systematic support with targeted lessons to support the development of reading. Lessons teach phonemic awareness, phonics, fluency, vocabulary and comprehension. Regular assessment ensures that the identified students work on their goals in small groups with our specialist team.
Our writing is taught through a consistent, school-wide approach that is both systematic and explicit. Students receive direct instruction in the fundamentals of writing including handwriting, sentence construction/structure and paragraphing. They are regularly exposed to modelled examples and teachers provide ongoing, targeted feedback to support each student¿s progress. Our writing program ensures students develop the foundational skills to write with clarity, purpose and confidence across a range of genres including narrative, persuasive, procedural, information reports and poetry. Through this structured and supportive approach, we equip all students with the tools they need to become effective and expressive writers.
At Mentone Park Primary School, our mathematics program is designed to provide every student with the foundational skills and confidence necessary to become capable, flexible, and independent mathematical thinkers. We are committed to delivering a high-quality, evidence-based mathematics education that aligns with the Victorian Curriculum 2.0 and is underpinned by the new Victorian Teaching and Learning Model.
Our approach to teaching mathematics incorporates Explicit Direct Instruction (EDI) as a core methodology. This model ensures that concepts are taught in a clear, sequential, and structured manner, allowing students to master key mathematical skills before progressing to more complex ideas. Teachers clearly articulate learning intentions and success criteria, model strategies, provide guided practice, and monitor student understanding through frequent checks for learning. This ensures that all students, regardless of their current ability, can achieve success in mathematics.
At Mentone Park, student wellbeing is essential to academic success. We implement:
The Resilience Project
Positive Classroom Management Strategies
Resilience, Rights and Respectful Relationships
Zones of Regulation
A whole-school commitment to Child Safety Standards, including cultural safety and student empowerment
We actively promote inclusion, with tailored support for students with disability, and those requiring additional intervention or extension. Students are given authentic opportunities to lead, influence, and shape their learning and environment.
Equally, staff wellbeing is recognised as vital. We invest in collaboration, professional learning, and a culture of care to sustain a motivated and effective team.
Students participate in a rich specialist program including Visual Arts, Physical Education, Auslan, and STEAM. A wide range of extracurricular activities includes choir, dance club, lunchtime clubs, sustainability team, swimming and inter-school sport.
Our multi-age classroom structure (1/2, 3/4, 5/6) supports peer learning, mentoring and personalised teaching. Families are active partners in learning through School Council, Parent and Friends Association, community events, fundraising, sustainability projects and volunteering.
Mentone Park Primary School is committed to nurturing the whole child, academically, socially, and emotionally, within a connected, inclusive and forward-thinking learning community.
