Classroom/ Physical Education/ Information Technology (classroom Teacher)

Schools (Government)

Melbourne, VIC

Posted 1/13/2019

Location Profile

Mahogany Rise Primary school has as its core purpose to continue with relentless tenacity to ensure that every student is able to achieve to the highest standard possible. We provide a clear and consistent message to all students around their learning and have implemented programs to support this learning and additional activities to broaden the horizons of all students.

We are at present implementing the Frankston North Education Plan which is an Education State initiative that has been set up to bring about a renewed vision and purpose around education for all of Frankston North. This includes all schools in Frankston North and the wider community.

The Frankston North Education Plan is a unique opportunity to embed significant learning and educational outcomes for the whole community. The plans for the early learning centre and school to be integrated and connected up on the school site are complete and this will mean the school will become an integrated learning hub.

Mahogany Rise Primary school is located in Frankston North. It is commonly called “The Pines” and has had a long held reputation for being a tough area in which to live and work. The school family occupation index, which in 2017 was .87 and in 2018 is .90 indicates that the school is operating in one of the most disadvantaged communities in the state of Victoria.

This provides some unique opportunities and challenges for all staff who work in this environment. Education becomes even more critical for students in this school and community, as it is a way of breaking a cycle in student’s lives that will give them opportunities that they may not have dreamed of.

In response to the environmental issues that are present, we have developed a whole of school approach in Literacy, Numeracy, Student well-being and Oral language. These approaches mean that we have expectations on all who work in this school to be able to work within the structures and programs that are in existence. We have Literacy, Numeracy and Well-being coordinators who work across the whole school. We are very driven to achieving the best possible outcomes for all students.

We are a small school with 135 students attending on average each year. We have six classrooms with an ES support person in each classroom. The school has a wide range of support services, which have evolved and developed over the years. The following gives an idea of who works in the school each week: Speech Pathologists, Psychologists, Paediatrician and Paediatric fellow, Occupational Therapist, Lawyer, Social worker, Youth worker and a School chaplain. They all have a role to play in developing and providing support for staff, students and their families.

Mahogany Rise has made and maintained partnerships with a range of community capacity building organisations. These include agencies and organisations such as Anglicare, Ardoch, Salvation Army, Peninsula Health, Menzies Foundation, Peninsula Legal Aid, Frankston North community centre, Frankston North Rotary club, Polyglot theatre, Potter Foundation, Rokon, Bighart and many other organisations.

Our school has a cook who provides a cooked lunch and snack every day for every student. We have an extensive kitchen garden program to provide us with food to consume. Our camping and excursion program ensures that every student has the opportunity to attend a variety of educational opportunities each year.

In 2013, we became the first school in Australia to crowd fund an overseas learning experience for eight students who travelled to Scotland, London and Paris. We have subsequently travelled in 2015 and 2016. In 2017, we travelled to India and had a return visit from our sister school in 2017. In 2018, we will be travelling to London, Paris and Villers- Bretonneuax in Northern France. We continued our exchange program with our sister school Adhyapana in Madurai, India in 2018.

School facilities are excellent with large classrooms and expansive grounds with a range of outdoor play equipment and shaded areas within the school grounds. We have excellent ICT facilities with a range of devices available for students and staff. We will be undergoing a major facelift with $5 million upgrade about to happen. This will link the Early Learning Centre into the school, enhance the learning outcomes, and make transition a much more seamless process.

Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC6. Demonstrated commitment and capacity to be able to work with students who demonstrate challenging behaviours or who have experienced trauma in their lives.


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

The responsibilities of this position could include: the planning and teaching of Physical Education and ICTs to all students from Foundation to Grade Six. All classes are time tabled to have lessons on a weekly basis. Reading and Literacy Intervention work with small groups of students from Foundation to Grade Six

Who May Apply

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.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

Child Safe Standards

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Other Information

- 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

Other Information

Applications must include:

1. A specific response to each of the key selection criteria and position details.

2. A resume with a summary of experience and qualifications.

3. The names and contact details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

The panel reserves the right to contact referees other than those listed.

Days of work will be Tuesday, Wednesday, Thursday to fit in with the timetable for 2019

Conditions of Employment

  • 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

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