AddressWe are seeking passionate teachers to join our esteemed team for the 2025 school year and beyond.
Karwan Primary School is conveniently situated at 455 Bethany Road, Tarneit. Getting here is a breeze: it's a 25-30 minute drive against traffic from the inner west of Melbourne, just 40 minutes via freeway from Geelong, a smooth 35-minute drive from the northern suburbs, and a quick maximum 15-minute drive from Altona, Point Cook, Truganina, Tarneit, Eynesbury, or Lara. Accessible and well-connected, making your way to Karwan Primary School is a stress-free journey!
Our students are exceptionally well-behaved and respectful, consistently displaying positive attitudes and a strong eagerness to learn. Their enthusiasm and dedication create a harmonious and productive classroom atmosphere, where both teaching and learning are highly effective and enjoyable. This positive environment fosters academic excellence and personal growth, making our school a wonderful place to teach and learn.
Additionally, our supportive and welcoming families work closely with our teachers, fostering a strong sense of community and collaboration. We take pride in our respectful, engaged student body and the positive, inclusive relationships we build with our families, making our school a truly wonderful place to work.
Our school has experienced significant growth, but we expect to reach peak enrolment soon. By 2025, we anticipate our student enrolment numbers to range between 700 and 800 students. Since our opening, two years ago, only one staff member has left, choosing to transition to special education.
This highlights the positive and fun work environment we have established at Karwan Primary School. Once staff members join us, they stay! This opportunity to join our school may be one of the last chances, as enrolments stabilise and our current staff remain committed.
Read further on to understand why our staff stick around!
We have established a tremendous team, and are looking for teachers with similar values; collaborative, trusting, hard-working, dedicated, committed, flexible in their thinking, open and most importantly a willingness to have fun at work! They bring together a mixture of skills and expertise, but all demonstrate the above values and work together to support one another. Our staff take immense pride in this welcoming, inclusive and enjoyable atmosphere, where we all work harmoniously towards our common goals.
With a hands-on approach, you'll find the Principal Class actively engaged in the school community, visible daily in and around classrooms, on yard duty, and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or conversation or any student wanting to show them their work. They wholeheartedly foster a collaborative environment, where every teacher's voice is not only heard but also valued.
Additionally, our Learning Specialists further support the work of teachers within the classrooms. These specialists are highly qualified and experienced educators who bring a wealth of knowledge to the table. In line with our hands on approach, they also have their own classrooms, allowing them to remain actively engaged in teaching while simultaneously supporting teams of teachers.
At Karwan Primary School, we strongly encourage and model work/life balance. School starts at 8:40 am and concludes at 2:50 pm. This means that on a meeting night, staff are leaving at 4:10 pm or on a non-meeting night, 3:10 pm. We work hard while we are here, but once we leave at the end of the day, we can focus on other important things, like self, and family.
We have brand-new, whizz-bang facilities, including individual classrooms, common spaces, a gymnasium, science, visual arts and performing arts spaces, as well as expansive, manicured grounds.
Now you could read this, think that this school is desperate for teachers and will write anything to attract staff, or you could listen to what the staff have said about our school. The results below are from the 2023 School Staff Survey:
Collective EfficacyKarwan Primary School (2023)97% positive
Similar Schools (2023)82% positive
Shielding/BufferingKarwan Primary School (2023)97% positive
Similar Schools (2023)74% positive
Staff Trust in ColleaguesKarwan Primary School (2023)96% positive
Similar Schools (2023)83% positive
If you have doubts about the Staff Opinion Survey results, we encourage you to access the Department address book, search for Karwan Primary School, randomly select a staff member, and ask them.
So, who can apply? We're open to all kinds of teachers! If you're a current teacher, working in a government or non-government school, a fresh graduate, Permission to Teach (PTT) or just starting out in the teaching world, We want to hear from you. Leading Teachers or Learning Specialists looking to get back into the classroom full-time are also welcome. Basically, everyone can apply. It's all about the person and the unique qualities they bring to add to the Karwan Kulture.
If you find even the slightest inclination of interest in this exceptional opportunity, we wholeheartedly urge you to reach out to our Principal, Ash. His profound passion for showcasing our school extends to providing an immersive firsthand experience of what it truly means to work at Karwan Primary School. Scheduled tours, highly recommended for prospective candidates, will be held on Thursday 27 June at 5:00pm, Monday 8 July at 3:00 pm, Thursday 11 July at 10:00 am, Tuesday 16 July at 5:00 pm, and Monday 22 July at 5:00pm.
Please ensure you reach out to Ash via email at ************@education.vic.gov.au to reserve your place on the school tour.
We can't wait to see everyone on the school tours!
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:
- 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 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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au
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:
Child Safe Standards: Policy | education.vic.gov.au
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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
- 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
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.
