SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC6 Demonstrated knowledge, experience/capacity to deliver a high-quality STEM program.
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:
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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.
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
Please note that interviews for this position will be conducted on Wednesday 24th June 2026.
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:
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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.
About The Role
This year, we introduced STEM as a specialist subject at our school, and our students are loving the program! Our STEM program is built around developing students¿ understanding of key science concepts in one term and then applying these concepts through a design and technology process in the following term. As this program is new in 2026, the program will require development for Semester Two.
We have a well-resourced, dedicated STEM classroom in our brand-new Eagle building, which is where our PE and Music programs also operate from.
The full time STEM teacher is supported by a second one-day-a-week STEM teacher on Thursdays, to ensure all students have access to the program across the full year. The timetable is managed to ensure each grade can independently utilise the STEM classroom without the need to share resources. The successful applicant will benefit from a short but supportive handover period from the teacher currently in this role.
About You
We are seeking someone dynamic, committed, and caring to join our wonderful staff at Footscray West Primary School.
This is a genuine position, seeking the best person to join our team. For us, it is about the best fit with our staff and a commitment to building strong relationships with students that positively impact their school experience.
Our learning community is committed to celebrating diversity and ensuring the emotional safety of all. The right person will value inclusive practices and strong relationships with students and their families.
About Us
Footscray West Primary School, located in Melbourne's inner western suburbs, is a warm and inclusive community of around 650 students, supported by a dedicated team of approximately 65 staff, equal to approximately 43 full-time equivalent (FTE) positions. Our families come from many cultural and social backgrounds, and we proudly celebrate the diversity that makes our school such a vibrant place to learn. The school's current SFOE is 0.1762, which is considered a low level of disadvantage. Ensuring the emotional safety and wellbeing of every child is at the heart of our work.
As a Science of Learning school, we use clear and evidence-based teaching to help every child succeed. Our early years programs, including Little Learners Love Literacy and EMP (Explicit Maths Program), give students a strong start, and our specialist areas, including Visual Arts, Music, Physical Education, Library and STEM in 2026, add richness and breadth to the curriculum.
Student wellbeing is supported through the Berry Street Education Model, Respectful Relationships, and strong social-emotional learning routines. Our staff, across leadership, teachers, and education support roles, work closely together to create a calm, supportive, and engaging learning environment. Families are valued partners, and parent involvement is encouraged and welcomed.
Students enjoy spacious outdoor play areas and excellent facilities including a stadium-sized gymnasium and dedicated Music, STEM and Library spaces.
Our vision of `Working together to create a better world¿ and the values of Belonging, Respect, Responsibility, and Resilience, guide our actions every day.
At Footscray West Primary School, we believe every child can thrive when supported by a caring community, high expectations, and strong, evidence-based teaching.
We are committed to collective professional learning in teaching, learning, and wellbeing, which is grounded in research and supported in practice.
