Job Description
Location: Melbourne | Southern Metropolitan
Job type: Part time / From 28/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1433642
Location Profile
Middle Park Primary School is located in a beach side area of Melbourne within the City of Port Phillip. The original school building was constructed in 1887 and is now classified by the National Trust. A number of significant upgrades to the buildings have been conducted over recent years which have enhanced the education capacity of the facility, whilst maintaining its historical integrity. The school has a small catchment area with a current enrolment of 430. An enrolment management plan was established over a number of years to manage increasing enrolments in relation to the limited space provided by the site.
There is a strong sense of community within the area with the compact enrolment zone leading to a village atmosphere which promotes close relationship amongst the children and local families.
The school building is located in a pleasant tree lined setting and comprises the main building with recently added hall/PE complex, the Junior building and a number of relocatable classrooms. The playgrounds, whilst set in pleasant surroundings, are constrained by the site and include two asphalt basketball courts, an artificially turfed oval and soccer area, a dedicated Prep play area and an outdoor classroom. The buildings are well maintained and provide an excellent learning environment for children, with all classrooms serviced with a Smartboard and air conditioning. The school is structured around multi-age classes from Prep to Year 6. In literacy and numeracy the school consistently and significantly outperforms state means. Recent developments in the grounds and playground areas include 2 new sets of playground equipment with further improvements planned as part of the school¿s strategic plan.
Middle Park Primary School, like all schools in Victoria, is committed to child safety. We consider the health, safety and wellbeing of all children and young people to be our highest priority. We strive to ensure the safety and wellbeing of children and young people at our school at all times. We have developed policies and procedures in line with this and a school's child safety code of conduct which all staff must adhere to, these documents can all be found on the schools website.
The school presents with a balanced staffing profile. High quality experienced teachers work alongside less experienced teachers throughout planning and instruction. Opportunities for teachers to assume leadership roles have been provided in the staffing structure. Building leadership capacity is a priority under the current Strategic Plan.
Through our multi-age structure and inquiry-based programs across the school we endeavour to reflect the strength of our community by promoting responsibility and leadership. As a community, we know the importance of coming together to develop a sense of `collective responsibility¿ for each other. This is something that we model at school through our actions and structures. Initiatives such as Peer Mediation, Student Leadership, Inquiry Learning, Junior School Council, Buddies and multi-age learning are examples of approaches that connect directly to our values of Respect, Responsibility and Resilience. A great deal of our effort is dedicated to building and strengthening these and similar programs. Inquiry learning and our 1:1 device to student ratio approach to the use of ICT as a tool for learning are current major foci. Our success in all areas has come from staff and parents collaborating, sharing and supporting in Professional Learning Teams and Program Teams. Parent involvement in our programming is fundamental to this success.
Middle Park is proud of its specialist programs which have been developed to specifically meet the needs of its community.
The school has developed an exemplary eLearning plan which will help integrate ICT into the curriculum through our 1:1 device use of ICT as a learning tool. Middle Park Primary School provides all students with access to a computer laboratory, as well as networked computers and Smartboards in their classrooms, iPads and laptop computers. The Information Technology curriculum is designed to develop students¿ computer skills and knowledge of computer hardware and software programs as well as how to incorporate this learning into Literacy, Numeracy and Inquiry.
The PE program is taken by a specialist in PE. The program is delivered in one-hour sessions with regular Gala Days, opportunities for students to compete in district and zone sports competitions, and a whole school swimming program utilising the facilities at the Melbourne Sports and Aquatic Centre.
The Visual Arts program is supported by specially trained teachers and a generous workspace. The school also provides a specialist music program. As part of the Performing Arts program the students have the opportunity to perform in a School Production or concert every year, as well as instrumental music, choirs, concert bands, rock bands and orchestras. French is the Language Other Than English at MPPS. This is taken by a LOTE Specialist Teacher.
Our School Council is extremely active in our efforts to promote engagement and is able to draw on a wide range of community partnerships and expertise to ensure success. Councils roles in areas such as policy development, development of our buildings and grounds, fundraising and overseeing our OOSH program are highly resourced and widely supported. Of significant note is our focus on a review of communications which has led to some important initiatives such as our school app and various other modifications.
As a community we are immensely proud of what we are able to support and enable our children to achieve. We work to give them a positive outlook and equip them with the skills and disposition to persist when challenged, giving them the greatest foundations for future success in whatever pathways and endeavours they choose.
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.
SC6 Demonstrated commitment and capacity to develop, coordinate and teach the Performing Arts program for Foundations to Year 6.
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Job type: Part time / From 28/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1433642
Location Profile
Middle Park Primary School is located in a beach side area of Melbourne within the City of Port Phillip. The original school building was constructed in 1887 and is now classified by the National Trust. A number of significant upgrades to the buildings have been conducted over recent years which have enhanced the education capacity of the facility, whilst maintaining its historical integrity. The school has a small catchment area with a current enrolment of 430. An enrolment management plan was established over a number of years to manage increasing enrolments in relation to the limited space provided by the site.
There is a strong sense of community within the area with the compact enrolment zone leading to a village atmosphere which promotes close relationship amongst the children and local families.
The school building is located in a pleasant tree lined setting and comprises the main building with recently added hall/PE complex, the Junior building and a number of relocatable classrooms. The playgrounds, whilst set in pleasant surroundings, are constrained by the site and include two asphalt basketball courts, an artificially turfed oval and soccer area, a dedicated Prep play area and an outdoor classroom. The buildings are well maintained and provide an excellent learning environment for children, with all classrooms serviced with a Smartboard and air conditioning. The school is structured around multi-age classes from Prep to Year 6. In literacy and numeracy the school consistently and significantly outperforms state means. Recent developments in the grounds and playground areas include 2 new sets of playground equipment with further improvements planned as part of the school¿s strategic plan.
Middle Park Primary School, like all schools in Victoria, is committed to child safety. We consider the health, safety and wellbeing of all children and young people to be our highest priority. We strive to ensure the safety and wellbeing of children and young people at our school at all times. We have developed policies and procedures in line with this and a school's child safety code of conduct which all staff must adhere to, these documents can all be found on the schools website.
The school presents with a balanced staffing profile. High quality experienced teachers work alongside less experienced teachers throughout planning and instruction. Opportunities for teachers to assume leadership roles have been provided in the staffing structure. Building leadership capacity is a priority under the current Strategic Plan.
Through our multi-age structure and inquiry-based programs across the school we endeavour to reflect the strength of our community by promoting responsibility and leadership. As a community, we know the importance of coming together to develop a sense of `collective responsibility¿ for each other. This is something that we model at school through our actions and structures. Initiatives such as Peer Mediation, Student Leadership, Inquiry Learning, Junior School Council, Buddies and multi-age learning are examples of approaches that connect directly to our values of Respect, Responsibility and Resilience. A great deal of our effort is dedicated to building and strengthening these and similar programs. Inquiry learning and our 1:1 device to student ratio approach to the use of ICT as a tool for learning are current major foci. Our success in all areas has come from staff and parents collaborating, sharing and supporting in Professional Learning Teams and Program Teams. Parent involvement in our programming is fundamental to this success.
Middle Park is proud of its specialist programs which have been developed to specifically meet the needs of its community.
The school has developed an exemplary eLearning plan which will help integrate ICT into the curriculum through our 1:1 device use of ICT as a learning tool. Middle Park Primary School provides all students with access to a computer laboratory, as well as networked computers and Smartboards in their classrooms, iPads and laptop computers. The Information Technology curriculum is designed to develop students¿ computer skills and knowledge of computer hardware and software programs as well as how to incorporate this learning into Literacy, Numeracy and Inquiry.
The PE program is taken by a specialist in PE. The program is delivered in one-hour sessions with regular Gala Days, opportunities for students to compete in district and zone sports competitions, and a whole school swimming program utilising the facilities at the Melbourne Sports and Aquatic Centre.
The Visual Arts program is supported by specially trained teachers and a generous workspace. The school also provides a specialist music program. As part of the Performing Arts program the students have the opportunity to perform in a School Production or concert every year, as well as instrumental music, choirs, concert bands, rock bands and orchestras. French is the Language Other Than English at MPPS. This is taken by a LOTE Specialist Teacher.
Our School Council is extremely active in our efforts to promote engagement and is able to draw on a wide range of community partnerships and expertise to ensure success. Councils roles in areas such as policy development, development of our buildings and grounds, fundraising and overseeing our OOSH program are highly resourced and widely supported. Of significant note is our focus on a review of communications which has led to some important initiatives such as our school app and various other modifications.
As a community we are immensely proud of what we are able to support and enable our children to achieve. We work to give them a positive outlook and equip them with the skills and disposition to persist when challenged, giving them the greatest foundations for future success in whatever pathways and endeavours they choose.
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.
SC6 Demonstrated commitment and capacity to develop, coordinate and teach the Performing Arts program for Foundations to Year 6.
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
💡 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.
