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 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 [email protected]
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
Local criteria
Outstanding professional and personal attributes, including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.
- 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:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.
Sale, situated in East Gippsland, is a vibrant regional centre nestled between the Ninety-Mile Beach and the Great Dividing Range. With a population of around 15,000, it's a perfect spot for nature enthusiasts who love the mountains, rivers, or the coast, and the diverse lifestyles they offer.
Sale College aims to be known as a compassionate community that includes staff, students, parents, and guardians. Their mission is to provide outstanding programs and services designed to nurture confident students capable of realizing their potential and becoming valued members of the community.
Vision: Sale College envisions being an educational leader that is highly effective, striving to deliver exceptional outcomes in Student Achievement, Personal Attributes, and Qualities as Learners.
Aim: The goal is for every student to learn, achieve, and succeed, making a positive difference.
Values: Sale College is committed to instilling three core values (Respect, Achievement, and Belonging) in students, enabling them to become valued members of the community.
The college has two campuses: the Macalister Campus, centrally located in Sale's business district, hosts all Year 10 and VCE students, while the Guthridge Campus, situated three kilometres east of the town centre on a seven-hectare site, caters to students from Years 7-9.
Sale College offers a high-quality curriculum covering eight areas: English, Maths, Science, Technology, Humanities, Languages Other Than English (LOTE), Art, and Physical Education & Health. These are in accordance with the Victorian Curriculum, Victorian Certificate of Education (VCE), and VCE Vocational Major (VM).
For students at Year 7 to 9 levels, the college has highly successful Select Entry Accelerated Learning (SEAL) Programs, Literacy and Numeracy Intervention Programs, and a structured Year 7 and 8 program allowing more time with fewer teachers. In Year 9, students participate in a Personal Learning program. At the senior level, students access a broad, comprehensive curriculum, providing pathways to employment, further education, and tertiary entrance through the VCE and Applied Learning program. The college also operates a Vocational Education & Training (VET) program in conjunction with Federation Training and other smaller Registered Training Organisations, establishing community partnerships within the Wellington Shire.
Students at Sale College benefit from a 1:1 netbook program and have access to a wide range of extracurricular activities, including a highly regarded Instrumental Music program.
Sale College has a guaranteed and viable curriculum developed around the Learning Architecture, incorporating instructional strategies like the Gradual Release of Responsibility, underpinned by PLC structures and protocols to improve student outcomes through collaboration and data utilization.
The college adopts a team-based approach to student learning and wellbeing from years 7 to 12. Learning Team Leaders collaborate with groups of staff within these teams to build strong relationships with students and gain a deep understanding of student needs.
To ensure a safe, supportive, and secure environment, Sale College employs an effective network of programs and organizational structures. Student management plans focus on positive reinforcement, clearly defined expectations, and consequences that encourage students to take responsibility for their actions. This is achieved through a restorative practice approach and School Wide Positive Support.
For more information about Sale College, please visit their website at www.salecollege.vic.edu.au.
Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
Candidates are advised that the key selection criteria must be addressed. Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
Applicants please note:
APPLICANTS SHOULD PROVIDE CONTACT DETAILS FOR AT LEAST 3 REFEREES INCLUDING EMAIL ADDRESS AND A MOBILE TELEPHONE NUMBER.
REFEREES OTHER THAN THOSE NOMINATED MAY BE CONTACTED
Applicants should note that this job description will be reviewed annually by the Principal and may change by negotiation as a result of modifications to the school's strategic intent.
