Classroom Teacher - Ongoing in Melton

Wedge Park Primary School is situated in West Melton and has a current student population of 780 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum, assessment and instruction. Literacy and Numeracy are the pillars of the Curriculum program, underpinned by evidenced based instruction, informed by current research. As a school we are focused on developing and implementing a knowledge-rich curriculum.

In 2026 we are increasing the support currently offered to staff to ensure a positive and productive work environment for all staff. These supports include:

• 5 hours of time release
• 6 full-time school based coaches
• Ongoing professional development through StepLab coaching cycles
• Additional curriculum days to focus on professional development and management of workload
• External consultant to build school capacity to manage student behaviour through School Wide Positive Behaviour approaches and practices

Our students participate in the following specialist curriculum areas:

• Physical Education
• Art
• Music
• Literature
• Science
• Digital Technology
• Sport

The school has a straight grade structure comprising of the following workforce composition: 4 Principal Class, 5 Teaching and Learning Coaches (Leading Teachers), 7 Learning Specialists (YLC), 37 Classrooms, 10 Specialist Teachers, 2 Tutors, 27 Teacher Support Staff, 4 IT/Facilities Staff and 10 Wellbeing/Administration Staff. As a school we remain committed to ensuring class sizes remain manageable and within DoE guidelines.

The school has developed our Professional Learning Community and has recently refined and redeveloped our approach to the implementation of inquiry cycles. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension.

The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of instruction and our management of student behaviour. Our approach incorporates a whole school acknowledgement system. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum, Zone of Regulation and our school values.

As a Professional Learning Community we are focused on building the capacity of our staff in a positive and supportive environment. All of our teachers have access to in-class coaching for literacy, numeracy and student wellbeing. In addition to this, teams are also supported through the planning process with instructional leaders attending weekly planning meetings, engaging in lesson planning, problem solving and providing teams with targeted professional learning as requested.

Our vision for Wedge Park Primary School is:

• Every student matters and every moment counts.
• Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication.
• Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset.
• Develop every student's Literacy, Numeracy and social emotional skills to enable students to be successful in a changing world.
• Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners.
• Welcome community involvement through an open, supportive and consultative environment where contributions are valued.

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.

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.

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.

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.