Primary Teacher (TFI 035)

Government schools

Applications close Sunday 13 September 2026 at 11.59pm

Overview

• Work Type: Fixed-term - Full-time
• Salary: Salary not specified
• Grade: Classroom Teacher
• Occupation: Classroom teacher
• Location: Barwon South West - Glenelg
• Reference: 1540263

Selection Criteria

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.

Role

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.

Responsibilities

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.

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.

Diversity and Inclusion

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 marrung@education.vic.gov.au

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Program Benefits

This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.

Payments and support on offer (subject to candidate eligibility criteria, see below):

1. A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax).
2. Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
3. $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

This position has been advertised as part of the Regional Relocation Incentives (RRI) and includes retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.

Payments and support on offer (subject to candidate eligibility criteria, see below):

1. Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
2. $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.

TFI candidate eligibility criteria:

1. The successful candidate must be a new employee to this school.
2. The successful candidate is committing to a minimum of 2 years of employment at this school.
3. The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
4. The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
5. The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)` or `Outer Regional Australia (Vic.)`, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
6. Where the recruiting school is located within `Inner Regional Australia (Vic.)`, the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.)`, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

RRI candidate eligibility criteria:

1. The successful candidate must be a new employee to this school.
2. The successful candidate must remain employed at this school for 2 years to receive their initial retention payment, and remain for subsequent years for the third-year and fourth-year payments.
3. The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application and relocates), as outlined within 'Travel and Personal Expenses - Teaching Service'.
4. The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)` or `Outer Regional Australia (Vic.)`, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
5. Where the recruiting school is located within `Inner Regional Australia (Vic.)`, the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.)`, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.

For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').

Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria

Qualification Requirements

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.

Location Profile

Bundarra Primary School is situated in the seaside town of Portland on Gunditjmara land within the Glenelg Shire in Victoria. With 91 students, we support 4 classes with 20 dedicated staff in a range of roles. We use an explicit teaching instructional model based on VTLM (Victorina Teaching and Learning Model 2.0). We provide a safe and caring environment for all students, with student wellbeing at the core. Staff are highly trained in the Berry Street Education Model, supporting our school family through a nurturing and equitable approach. We provide individualized adjustments for students and have developed strong tier 1, tier 2 and tier 3 practices.

The enthusiastic and professional staff team continually strives to provide the best educational programs for our students; broadening their own education through Professional Development activities and working within Professional Learning Communities. We use OTR (Opportunities to Respond) Strategies to engage students and plan for teaching and learning through various data analysis tasks. A comprehensive curriculum covers all areas of the Victorian Curriculum: The Arts, English, Health and Physical Education, Languages Other Than English (LOTE)- Dhauwurd Wurrung, Mathematics, Science, Studies of Society and Environment, Technology. 2020 saw the introduction of the exciting Gunditjmara Culture and Languages in Schools initiative, across 7 Portland area schools, led by Bundarra. This is a partnership between the Department of Education and Training (Victoria) and Gunditj Mirring Traditional Owners Aboriginal Corporation (GMTOAC). We explicitly teach local and national Indigenous concepts alongside the Dhauwurd Wurrung language as our LOTE.

Bundarra participates in interschool sporting competitions; Athletics, Cross Country, Aussie football, U13 cricket, netball, Basketball, Swimming, soccer, and golf competitions. For sporting activities, Bundarra Primary School has four “houses”: Red, Blue, Green and Yellow. We offer recess activities for students which encourage multi-age relationships with our cohort of students.

We support individual students and families through formal structures and links with support agencies. Student Support Group (SSG) meetings involving staff, parents, carers and specialists such as physiotherapists, occupations therapists, psychologists, visiting teachers and speech pathologists are held four times a year to formulate individual learning goals based on each student's ability, strengths and needs, that form their Individual Education Plans (IEP). Student achievement data is used throughout the year to inform teaching and learning and lesson planning, ensuring students are taught at individual point of need.

Our school Wellbeing Officer provides support with good choices, mindfulness, anti-bullying, friendships, and self-management. We develop relationships using restorative practices (students meet in a safe environment/ circle discussing concerns to fix issues and repair relationships). Students are comfortable sharing their concerns, which we resolve promptly and professionally. A highly experienced and supportive staff contributes to a whole school team approach to student wellbeing. The Student Representative Council is an excellent forum for students to share their voices throughout the school, with Activities, Environment and Fundraising subgroups actively improving our school. Student Leaders are very active at Bundarra, leading assemblies, special events, ceremonies, and school tours.

Bundarra Primary School- BE YOUR BEST SELF!

Apply now

Applications close Sunday 13 September 2026 at 11.59pm

Posted

31 August 2026

Contact us

Jo Shelton

03 5523 4122