Classroom Teacher in Melbourne

Carlton Primary School is a small, inner-city school located close to Lygon Street and the University of Melbourne. We are a proud partner in the Carlton Learning Precinct, an integrated model of family services, early childhood education and primary schooling. We take pride in our reputation as a welcoming, inclusive and community-focused school. Our guiding principle is to provide a caring learning environment that meets the diverse needs of all students through a rich, engaging and purposeful curriculum.

While we are located in the heart of the inner city, our school offers the added convenience of a dedicated staff car park at the rear of the school, with ample parking available. Carlton Primary School is united by a shared commitment to the following values: Be safe, Be respectful, Be a learner. Our school has a long and successful history of supporting a culturally diverse population and fostering a strong sense of community. In partnership with families, we encourage students to reflect on their values, cultural identities and beliefs while celebrating the benefits of living in a multicultural society. Carlton Primary School serves a vibrant and resilient community, with families representing more than eight nationalities and languages. Over 95% of our students come from culturally and linguistically diverse (CALD) backgrounds. Our Student Family Occupation (SFO) index of 0.75 reflects the significant learning and wellbeing needs of our community.

We are committed to continuous improvement through a consistent, evidence-informed and whole-school approach to teaching, learning and student wellbeing. In Term 2, we reviewed and revamped the Carlton Primary School Positive Behaviour Matrix, strengthening our whole-school approach to explicit teaching, modelling and reinforcing positive behaviours. This work aligns with Positive Classroom Management Strategies (PCMS), supporting staff to implement consistent, proactive approaches to behaviour management across all learning environments. By reinforcing our shared expectations of Be Safe, Be Respectful and Be a Learner, we aim to create a safe, respectful and inclusive learning environment where all students can engage positively and thrive.

In English and Mathematics, we are embedding Victorian Lesson Plans aligned with Victorian Curriculum 2.0 to strengthen curriculum planning, instructional consistency and student learning growth. We are also implementing the Phonics Plus approach to support the development of foundational reading skills. Our work is further strengthened through close collaboration with literacy consultant Rachael Buck, who provides classroom coaching, demonstration lessons and professional learning debriefs to build teacher expertise and improve outcomes for students. Team planning, collaboration and ongoing evaluation are central to our teaching approach. Teachers work together to implement and refine curriculum programs, respond to student learning needs and ensure all areas of the Victorian Curriculum are addressed, with a strong emphasis on literacy and numeracy.

During Collaborative Team Time (CTT), teachers are supported by our Assistant Principal, who leads data-informed discussions to identify student learning needs, monitor progress, share effective teaching practices and plan targeted learning experiences. This collaborative approach strengthens teacher practice, promotes consistency across year levels and ensures that teaching decisions are informed by evidence of student learning. We value strong partnerships with families and celebrate student learning through our end-of-term Celebration of Learning events. Families and carers are invited into the school to explore students’ Concept units and see their learning, achievements and progress firsthand. These events strengthen home-school connections, celebrate student creativity and provide families with meaningful opportunities to engage in their children’s education.

We also work closely with our Carlton Learning Precinct partners, including Our Place, Gowrie early learning services, and City of Melbourne Family Services to strengthen transitions into primary school and build connected, inclusive relationships with families. Through our partnership with Our Place, a wraparound service supporting children and families, we work collaboratively to connect families with the support, resources and services they need to thrive. These partnerships reflect our commitment to a connected community where families feel welcomed, supported and empowered to contribute to their children’s learning and wellbeing.

Our strategic key goals are to improve learning growth for all students in literacy and numeracy and to improve connections and wellbeing for all students. Building on this work, we remain focused on strengthening instructional practice, improving student learning outcomes and fostering a positive, connected school community. Carlton Primary School has a new leadership team who are enthusiastic about working collaboratively with staff, strengthening teaching and learning practices, and ensuring every student is supported to achieve their full potential. Our leadership team is committed to supporting and developing our staff while creating the best possible learning opportunities for all students.

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.

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 are encouraged to apply.

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.

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.