Brighton Primary School was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD. Brighton fronts Port Phillip Bay. With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all.

Brighton Primary School is internationally accredited as a member of the Council of International Schools and authorised by the International Baccalaureate (IB) to teach the Primary Years Program as well as the Victorian Curriculum. The school has strong generational ties and is well supported by the School Council and parents. The student enrolment is approximately 650 students, which includes 18-24 students with moderate to profound hearing loss enrolled in the regional Hearing Unit hosted at the school.

Brighton Primary School’s design is traditional and has twenty-nine classes organised in year levels. The school has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings. Brighton Primary School also has a large number of relocatable buildings. Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space. The school is fully air-conditioned and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.

The school has a rich, well-resourced Specialist Program. There are purpose-built Science, Music and Art Rooms and a Gymnasium. As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall. The Library is centrally located and available to students at lunchtime, as well as class time. Adjoining it is the Performing Arts Centre, the LOTE room and the school canteen. The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas. Our Outside School Hours Care program conducted by Team Kids, is accommodated in the LOTE room and the Gym.

A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students. There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts. Below the junior play equipment is the Wonder garden, designed by our students. It is both a teaching space and a playing area.

Selection Criteria

SC1. Evidence of commitment to high quality teaching and learning that fosters the development of the whole child, academically, socially, emotionally and physically.

SC2. Demonstrate capacity to work with colleagues to continually improve teaching and learning and a commitment to ongoing professional learning and its application to classroom practice to provide individualised, differentiated and personalised learning for students.

SC3. Demonstrate understanding for the Professional Learning Community model and how it supports learning for all including monitor and assess student learning data and to use this data to inform teaching and improve student learning.

SC4. Demonstrate high level written and verbal skills and high-level interpersonal skills including a capacity to develop collaborative relationships with students, parents and other staff.

SC5. Demonstrate a commitment and capacity to actively contribute to a broad range of school activities.

SC6 Demonstrate knowledge of the IB PYP and its relationship to the Victorian Curriculum and a commitment to undertake additional professional learning in this area.

SC7. Demonstrate an ability to plan, develop and implement an exemplary Sport and Physical Education program.

Please note: the written response for each of the key selection criteria above should be no more than one A4 page each



The generalist teacher will demonstrate a high level of curriculum knowledge, quality teaching skills and successful application of assessment and reporting strategies appropriate for individual students in accordance with the Australian Professional Standards for Teachers.

Qualifications - Mandatory

  • Certificate or Degree conferred by a recognised teacher training institution.
  • Successful participation in professional learning curriculum programs.
  • Skills in the use of computers for personal and classroom applications.

The role of the generalist teacher is defined by the Australian Professional Standards for Teachers.

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 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-curricular activities.

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.
  • and participate in policy development


At Brighton Primary School the responsibilities of a generalist teacher include:

  • Collaborative planning and delivery of programs that met all students’ needs that improve student learning outcomes
  • demonstrating quality learning and teaching practices
  • participating in the implementation of the School Strategic Plan
  • participating in the process of accreditation for membership of the Council of International Schools
  • participating in the process of Evaluation for continued authorisation by the IB for the delivery of the Primary Years Program
  • undertaking professional learning as required by the Principles and Practices of an IB World School
  • being prepared to become involved in activities beyond school hours
  • accepting collective responsibility for student wellbeing
  • being an active and productive team member
  • maintaining accurate and comprehensive records of programs and student assessment that are in line with school policy and current curriculum guidelines
  • participating in weekly planning and professional learning
  • participating in the school’s student teacher program when required
  • reporting to parents according to the required format and more frequently if needed
  • any other responsibilities as negotiated by the principal.

Who May Apply

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Other Information

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Conditions of Employment

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Program Benefits

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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.

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