Primary Teacher: Grade 3/4 Classroom [Full-time / Flexible work arrangment] 2025-2026 School Years

School Mission Statement

All students at Nathalia Primary School are empowered to learn and achieve, to experience high quality teaching practice and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and to shape the world around them.

School Context

Our community is very proud of the education opportunities provided at Nathalia Primary School. The school puts child welfare at the centre and has established wellbeing practices in place across the school. The school enjoys high levels of student engagement, family support and teacher satisfaction. This is a beautiful school that welcomes new members of staff to teach, engage and thrive in the Nathalia community.

The school is located 45 kilometres north of Shepparton in the vibrant community of Nathalia. The school has an enrolment of 165 students, operates with eight classrooms (currently 2 classes each of Prep, composite Grades 1 & 2, 3 & 4 and 5 & 6) and specialist teachers in Art, Physical Education and STEM.

The school has a fantastic staff who work together with a shared moral purpose. Academic progress and student wellbeing are intrinsically linked, with the child being the focus in decision making.

School Role

This vacancy is for a Generalist Classroom Teacher in one of our Grade 3/4 Classrooms for the remainder of the 2025 school year and the 2026 school year (with the potential to extend further should funding continue). Teachers work closely together in their grade groupings with joint planning time allocated to support the growth of both teachers and students.

The position advertised has a full-time teaching load, however, a flexible working arrangement will be considered with the possibility of part-time and job share for candidates wishing to apply for the role.

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.


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.