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 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.
The role of classroom teacher may include but is not limited to:
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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.
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.
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
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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 and history
Malvern Central School is in the city of Stonnington in the south-eastern suburbs of Melbourne 10 kilometres from the Melbourne central business district. It is a multi-campus school that was established in 1875 as Malvern State School and is the oldest school in the Malvern district. The school is located next to the Malvern Gardens, established in 1888. The second historically significant building on Park Street was established as an Infant School in 1914 where today classrooms are utilised by Foundation to Year 2 students.
School facilities
The school facilities include flexible learning spaces, outdoor play areas, kitchens, soccer ovals, a gymnasium, visual and performing art rooms, library and science laboratory. The school is committed to maintaining and enhancing heritage buildings and student-centred spaces including the playgrounds and gardens.
Enrolments
Enrolment for 2026 is 535 students with the prospect of stable enrolments for the next three years.
SFOE
The Student Family Occupation Education (SFOE) index is 0.0758 (low)
School profile
The school will host 24 classes in 2026 in straight year levels, enhanced by teams of teachers with excellent curriculum knowledge, expertise and a collaborative approach to planning and assessment. The School Improvement Team leads the direction of the school and oversees curriculum design and delivery, teaching and learning programs and the implementation of our new School Strategic Plan (2024 - 2028) and AIP. Our focus for the future, strongly centres around continued academic growth in Writing, Reading and Numeracy and building on excellent student outcome results. Student wellbeing is the core of our work to ensure our students are happy, healthy and resilient with a school wide approach to building resilience, gratitude, empathy and respectful relationships.
Staff profile
The staffing profile of Malvern Central includes a Principal, 2 Assistant Principals, 2 Learning Specialists, 24 classroom teachers, 4.5 specialist subject teachers, 1 Learning tutor, 9 full time equivalent Education Support staff and Admin staff at both campuses.
Key directions for the School Strategic Plan 2024 - 2028:
student achievement in literacy and numeracy, particularly extending students capable of high achievement
student agency and ownership over their learning
student wellbeing programs to build student¿s resilience in social and emotional intelligence
Curriculum
A comprehensive curriculum is offered from Foundation to Year 6 following the Victorian Curriculum. The school¿s instructional frameworks in key learning areas are based on the gradual release model with a strong emphasis on explicit teaching of skills and the use of learning intentions and success criteria. To encourage greater agency across the school, learning goals are co-designed and shared with parents to promote greater understanding and visibility of improvement measures. We continue to provide safe, orderly and engaging classrooms and inspire our young learners in an environment of support, self-regulation and high expectation. Teachers provide personalised learning enhanced by individual learning plans, learning goals and engagement with a range of technology and Science Technology, Engineering and Mathematics (STEM) programs. Specialist programs include Japanese, visual arts, performing arts and physical education. Students are involved in inter-school sport, camps and house competition events. Student are offered leadership opportunities provided through junior school council, environmental teams, school captaincy, sports house system, performing arts, chess, library and digital technologies.
Additional information
The school is supported by a strong community who share in our values, ethics and mission to produce well rounded, successful and agile learners. We strive to build solid partnerships with our families and provide a school environment that is welcoming and friendly. The School Council consists of both new and long-standing members and is actively involved in school improvement projects and the financial and strategic direction of the school. Over the last three years the Council has delivered major refurbishments to student bathrooms, library and staffrooms, installed new playgrounds and outdoor furniture and developed gardens and streetscapes. The Parent¿s Club is a committed and dedicated group of parents that contribute each year to school revenue through major fundraising efforts including a bi-annual school fair and MCS Ball, Mother¿s and Father¿s Day lunches, parent functions, school discos and sausage sizzles. The school continues to value and appreciate the work of parents and families to support our students and make Malvern Central School a wonderful place to grow and learn.
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