Classroom Teacher

Exford Primary School is situated in a semi-rural setting, which provides a safe, happy and friendly learning environment, which promotes pride, warmth and a sense of belonging.  Our 2024 enrolment is 309 students and we anticipate approximately 330-350 students for the 2025 school year.

2025 sees the completion of our long-anticipated School Upgrade: we have already moved into our new Administration building, Junior Learning Building and Senior Learning Building, which includes classrooms, an Art and a Music Room. The renovation of our BER building is also complete, creating a new Library, Science classroom and a Food preparation space. Our new Gymnasium, landscaping, new playground spaces and sports field are in use from the start of 2025.

Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children.  The results of our Staff Opinion survey is consistently high across all indicators, with a strong sense of culture, team work and support for each other.

Our Learning Specialist teachers work closely with our teaching staff in our continuing focus on professional learning and supporting our Professional Learning Teams.  Our teachers plan together in PLTs, with a dedicated two hours devoted to this work (protected through our timetable using non-teaching time based on our local agreement). The PLT Leader (remunerated position) and the Learning Specialist work together to support the team¿s curriculum planning and professional learning.  Our Leadership team provides feedback and coaching to all our classroom teachers.  This is an important element of our school¿s professional development and growth opportunities for our teaching team and links with our Performance and Development culture.

Comprehensive classroom programs are implemented by highly trained and dedicated staff who focus on the individual learning needs of each child on an individual basis, particularly in Literacy and Numeracy.  A dedicated Specialist Program involving all staff, helps ensure the breadth of quality curriculum in accordance with the Victorian Curriculum.  Our focus on an integrated teaching and learning environment is supported by the use of ICT resources.  Our Strategic Plan (2020 ¿ 2023) focuses on providing strong programs in Literacy, Numeracy, Student Voice and engagement. Our 2020-21 School Review has informed our current School Strategic Plan. We will move into our Pre-Review School Evaluation in Term 4 2024, in readiness for our next School Review in Term 2 2025.

We implement a successful Inclusion Program catering for students with a range of learning needs and disabilities and have moved from the Program for Students with Disabilities to the Disability Inclusion Program in 2024 and have begun its implementation.  

We offer OSH Club, providing Before and After School Care at our school.  We have a real focus on environmental sustainability at our school, in which the children play a leading role.

At Exford Primary School we actively foster an environment where the partnership between staff, parents and students is highly valued, with children at the centre of our thinking and our actions. 

We have been part of the School Wide Positive Behaviour Program for some years and have a school incentive program which acknowledges the children demonstrating our school values of Respect, Kindness and Personal Best. Our school values are an intrinsic part of our school community and we instil high expectations for all of our community members, children and adults.

Exford Primary School is committed to educational excellence and the development of a caring and stimulating environment:

1. Students are encouraged to share the responsibility for their own learning, enabling them to reach their full potential.

2. We value and actively promote partnership between parents and the school community.

3. Learning experiences are structure to meet students¿ individual differences with achievements being recognised, promoted and celebrated.

4. Each child is encouraged to develop social skills, independence, self confidence, consideration and respect for others.  The school promotes an awareness of consequences for actions.

5. Curriculum and teaching responds to the ever-changing needs of the world in which we live.

Exford Primary School provides a comprehensive and rewarding curriculum that strives to meet the needs and interests of individual students.  It provides a friendly and secure environment for its students, staff and parents.

Please contact the Principal on **********@education.vic.gov.au for any enquiries.

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.

SC6    Demonstrated capacity to work within a Professional Learning Team to achieve high level outcomes for students.

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.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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

• 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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.