Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1523575
Location Profile
Join Us as a Foundational Teacher at Balambalam Primary School
Balambalam Primary School is seeking passionate, reflective and high-impact educators to join our founding teaching team in 2026.
As a newly established Supported Inclusion School in Clyde North, this is a unique opportunity to help build a school from the ground up ¿ shaping not only teaching and learning, but the culture, expectations and legacy of our community.
At Balambalam, our vision is to create a vibrant, inclusive learning community where every learner is seen, supported and successful. We are committed to high expectations, evidence-based practice, and strong relationships that ensure every student thrives.
A strong sense of community is at the heart of Balambalam Primary School. The school is actively fostering authentic partnerships between home, school, and the wider community to support student learning, wellbeing, and connection. It proudly reflects the cultural richness of the local area, with a commitment to honouring and celebrating diversity in all its forms.
As part of the teaching team, staff have the exciting opportunity to help shape the culture of our new school as it grows. They will play a crucial role in establishing high-quality teaching and learning, fostering an inclusive, safe, and supportive environment where every student is seen, supported, and successful.
Why Join Balambalam Primary School
Be part of a foundational team shaping a new school
Work in a collaborative, high-performing professional culture
Contribute to a school committed to equity, inclusion and excellence
Engage in meaningful professional learning, coaching and growth
Help build a school where every learner and every staff member is seen, supported and successful
We invite prospective applicants to contact our Principal, Danielle Heatley 0414XXXXXX to arrange a tour or discuss the school and the role.
At Balambalam Primary School, being a teacher means more than delivering lessons, it means contributing to a collective commitment to excellence, consistency and care.
All staff are expected to:
Deliver high-quality, evidence-based teaching aligned to our instructional model and the Victorian Teaching and Learning Model 2.0
Work collaboratively in high-performing teams, including active participation in Professional Learning Communities (PLCs)
Use data and evidence to inform planning, differentiation and targeted instruction
Build strong, respectful relationships with students, families and colleagues
Create safe, inclusive and high-expectations learning environments for all learners
Engage in ongoing reflection, feedback and professional growth
Contribute positively to a consistent, whole-school approach
Our Values in Action TRUE
Our work is grounded in our TRUE values Tenacity, Relationships, Unity and Excellence which are not just beliefs, but clear expectations for professional practice.
At Balambalam, staff:
Demonstrate Tenacity by engaging in continuous improvement, feedback and professional learning
Build strong Relationships through respect, trust and collaboration
Commit to Unity by upholding consistent whole-school approaches and collective responsibility
Strive for Excellence through purposeful planning, ******** teaching and high standards
These values guide how we teach, collaborate and lead every day.
As a foundation school, every staff member plays a critical role in establishing the routines, expectations and culture that will define our school for years to come.
To apply for a teaching position at Balambalam Primary School, please submit the following:
A cover letter (maximum 1 page) addressed to the Principal, outlining:
Why you want to work at Balambalam Primary School
What you would bring to our learning community
A video response (maximum 3 minutes) that responds to the following prompt:
Demonstrate how your teaching reflects our three Key Selection Criteria.
Your video should:
Showcase how you deliver purposeful, evidence-based teaching
Highlight how you work collaboratively to improve student outcomes
Demonstrate how you create an inclusive, safe and high-expectations environment
We are looking for educators whose practice reflects not only skill, but a deep commitment to our vision, values and collective work.
Apply through recruitment online and send your video file or link to [email protected] with your name in the subject line by the application due date.
Selection Criteria
KSC1
Demonstrated capacity to design and deliver purposeful, evidence-based learning that builds deep understanding, engages students, and connects learning to authentic contexts, ensuring every student is seen, supported and successful.
KSC2
Demonstrated ability to work collaboratively within an instructional model, contributing to collective teacher efficacy, consistent practice and strong relationships that support the learning and wellbeing of all students.
KSC3
Demonstrated commitment to creating a safe, inclusive and high-expectations learning environment where every student is known, valued and supported to achieve growth and success.
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 [email protected]
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
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.
Applications close Sunday 19 April 2026 at 11.59pm
Posted
7 April 2026
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1523575
Location Profile
Join Us as a Foundational Teacher at Balambalam Primary School
Balambalam Primary School is seeking passionate, reflective and high-impact educators to join our founding teaching team in 2026.
As a newly established Supported Inclusion School in Clyde North, this is a unique opportunity to help build a school from the ground up ¿ shaping not only teaching and learning, but the culture, expectations and legacy of our community.
At Balambalam, our vision is to create a vibrant, inclusive learning community where every learner is seen, supported and successful. We are committed to high expectations, evidence-based practice, and strong relationships that ensure every student thrives.
A strong sense of community is at the heart of Balambalam Primary School. The school is actively fostering authentic partnerships between home, school, and the wider community to support student learning, wellbeing, and connection. It proudly reflects the cultural richness of the local area, with a commitment to honouring and celebrating diversity in all its forms.
As part of the teaching team, staff have the exciting opportunity to help shape the culture of our new school as it grows. They will play a crucial role in establishing high-quality teaching and learning, fostering an inclusive, safe, and supportive environment where every student is seen, supported, and successful.
Why Join Balambalam Primary School
Be part of a foundational team shaping a new school
Work in a collaborative, high-performing professional culture
Contribute to a school committed to equity, inclusion and excellence
Engage in meaningful professional learning, coaching and growth
Help build a school where every learner and every staff member is seen, supported and successful
We invite prospective applicants to contact our Principal, Danielle Heatley 0414XXXXXX to arrange a tour or discuss the school and the role.
At Balambalam Primary School, being a teacher means more than delivering lessons, it means contributing to a collective commitment to excellence, consistency and care.
All staff are expected to:
Deliver high-quality, evidence-based teaching aligned to our instructional model and the Victorian Teaching and Learning Model 2.0
Work collaboratively in high-performing teams, including active participation in Professional Learning Communities (PLCs)
Use data and evidence to inform planning, differentiation and targeted instruction
Build strong, respectful relationships with students, families and colleagues
Create safe, inclusive and high-expectations learning environments for all learners
Engage in ongoing reflection, feedback and professional growth
Contribute positively to a consistent, whole-school approach
Our Values in Action TRUE
Our work is grounded in our TRUE values Tenacity, Relationships, Unity and Excellence which are not just beliefs, but clear expectations for professional practice.
At Balambalam, staff:
Demonstrate Tenacity by engaging in continuous improvement, feedback and professional learning
Build strong Relationships through respect, trust and collaboration
Commit to Unity by upholding consistent whole-school approaches and collective responsibility
Strive for Excellence through purposeful planning, ******** teaching and high standards
These values guide how we teach, collaborate and lead every day.
As a foundation school, every staff member plays a critical role in establishing the routines, expectations and culture that will define our school for years to come.
To apply for a teaching position at Balambalam Primary School, please submit the following:
A cover letter (maximum 1 page) addressed to the Principal, outlining:
Why you want to work at Balambalam Primary School
What you would bring to our learning community
A video response (maximum 3 minutes) that responds to the following prompt:
Demonstrate how your teaching reflects our three Key Selection Criteria.
Your video should:
Showcase how you deliver purposeful, evidence-based teaching
Highlight how you work collaboratively to improve student outcomes
Demonstrate how you create an inclusive, safe and high-expectations environment
We are looking for educators whose practice reflects not only skill, but a deep commitment to our vision, values and collective work.
Apply through recruitment online and send your video file or link to [email protected] with your name in the subject line by the application due date.
Selection Criteria
KSC1
Demonstrated capacity to design and deliver purposeful, evidence-based learning that builds deep understanding, engages students, and connects learning to authentic contexts, ensuring every student is seen, supported and successful.
KSC2
Demonstrated ability to work collaboratively within an instructional model, contributing to collective teacher efficacy, consistent practice and strong relationships that support the learning and wellbeing of all students.
KSC3
Demonstrated commitment to creating a safe, inclusive and high-expectations learning environment where every student is known, valued and supported to achieve growth and success.
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 [email protected]
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
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.
Applications close Sunday 19 April 2026 at 11.59pm
Posted
7 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Performing Arts / Classroom Teacher position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
