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.
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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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.
Vision
At Mooroopna Park P.S. we provide the best opportunities for successful life-long learning. Students are empowered to strive for excellence by taking responsibility for learning and decision making. Students, teachers and parents are proud to form a partnership for the future.
Mission Statement
Mooroopna Park Primary School is committed to developing respectful, responsible and resilient students who perform academically to the best of their ability, in a safe, friendly and caring environment. We support our students to develop the necessary skills and knowledge to become valued members of the community.
Values
At MPPS we embrace 3 core values:
Friendly, Persistent, Caring
Mooroopna Park Primary School prides itself on being a very inclusive school. We have high expectations of ourselves and others and this is demonstrated in our school expectations of `treating others as we would like to be treated¿. We persist with our learning and care for ourselves and our school. We value diversity and our school motto of ¿growing and learning together¿ underpins the core values of the school. Staff and students work together to develop emotional intelligences so that students understand how to have self-control, self-awareness, be motivated, manage relationships and develop empathy and skills of being friendly, safe and strong.
SCHOOL PROFILE
Mooroopna Park PS is a school of 170 students serving the greater Mooroopna area, a large provincial town within the City of Greater Shepparton. The school, established in 1980, is set in a park like environment with spacious grounds.
In 2026 there are eight composite classrooms. The school has a staff of approximately 32 including ancillary staff. The senior classrooms are in a module building and we have the Foundation and grade one classes in the new BER Learning Centre with the middle years located in stand alone classrooms. The school has a Student Family Occupation Education Index of 0.7216. Approximately 35% of our students are Koori students.
We have started our journey towards aligning our curriculum, instruction and assessment practices to the Science of Reading including explicit, synthetic phonics instruction in Prep-Year One. We have introduced a Structured Literacy approach across the whole school focusing on a knowledge-rich curriculum, vocabulary instruction, syntax and morphology. In the junior years we focus on phonics supported by the Little Learners Love Literacy and our Year 4-6 have focussed on encoding supported by Spelling Mastery. Our numeracy Instructional model includes Explicit Instruction alongside Daily Reviews.
Our school takes a proactive approach to a supportive and caring environment through our Student Wellbeing Program, which is supported by a full time Student Wellbeing Coordinator. Our Wellbeing Program consists of our Oral Language Program, Play Therapy, School Chaplain, School Community Hub, Paediatric Clinic, Healthy Food Program, visiting Dental, Vision and Hearing checks and supports for families such as food and grocery hampers. The school strives to build pro-social behaviours for students to develop emotional intelligences.
A big part of our Wellbeing Program is our Healthy Eating Program where our fulltime Chef provides breakfast, lunch and morning and afternoon tea each day for all students free of charge. We are proud to have been recognised for our efforts in this area by winning the Australian Education Awards for the Best Wellbeing Program in 2020, 2022 and 2023 and the Victorian Early Years Award for Promoting Student Health and Wellbeing in 2023.
We have a number of community partnerships which see volunteers from local businesses and service organisations helping out with reading, wood work, `Build a Bike¿ and gardening. We also offer specialist programs such as art, music, wellbeing and physical education. We have a Wellbeing Teacher who is implementing the Resilience Project and full time Speech Therapist who supports our staff and student and oversees speech therapy student placements. Mooroopna Park PS is a place where learning is valued and is supported by all, and we develop in all students a sense of belonging and inclusion. We strive to develop the three-way partnership of the student, parent and teacher to better create and achieve successful learning opportunities for all students.
Mooroopna Park Primary School has won a number of awards in recent years for our Wellbeing Programs including the Victorian Education Excellence Awards for the Best Education Support Team and our Foundation teacher was a finalist for Outstanding Teacher of The Year. We have an excellent group of experienced teachers and friendly support staff. Our school is a great place to work, where you will be supported and welcomed.
Please visit www.mpps.vic.edu.au for further details about our school.
