SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain 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 high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Leading Teacher: Student Leadership & Community Engagement ( Higher Duties Allowance Applies)
This role is designed to cultivate a dynamic and inclusive school environment, where student leadership and community engagement enrich the school experience for all. By implementing DET initiatives, analysing student feedback, and fostering house pride, the leading teacher will help build a strong and connected school culture. Students will benefit from a multi-faceted experience that supports both their personal growth and their ability to contribute positively to communities. Through collaboration and community partnerships, this role will empower students to take active ownership of their learning, leadership, and participation in school life.
Strategic Leadership and Responsibilities (Student & Staff Leadership)
- Oversees the implementation of DET initiatives connected to student leadership.
- Leads the reporting and analysis of Student Attitudes to School Survey (SASS) data for the whole school community.
- Mentors staff holding a Position of Responsibility (POR)
- Mentors the Student Leadership Coordinator, ensuring student involvement in analysing Student Attitudes to School Survey data (SASS) and Pivot data and in developing responsive actions.
Strategic Leadership and Responsibilities (Student Engagement - across a sub-school of three year levels)
- Leads the implementation of DET initiatives in line with student engagement.
- Leads the development of Auburn Learner Qualities in year level communities.
- Leads and mentors the members of the Engagement Team to develop their leadership capacity in:
- data analysis relevant to student voice, agency and engagement.
- implementing school priorities, specifically engagement and wellbeing strategies and restorative practices.
- building their year level community by enacting year level statements.
- overseeing behaviour management, and coordinating interventions in collaboration with teachers and the relevant sub-school principal.
- Oversees year level assemblies that are led by Year Level Leaders to celebrate student achievements (including DARE awards).
- Maintain open communication with Principal Class and other teams, including participation in meetings and working closely with staff when student behaviour interventions are required.
Strategic Leadership and Responsibilities (School Pride & Connection to Community)
- Leads the development of Auburn Learner Qualities through student participation in community programs.
- Coordinates current community partnerships and explores new opportunities, with a specific focus on establishing and developing the Alumni program.
- Strengthens student voice and leadership to enhance student participation in extracurricular programs, public speaking & debating, STEM and inter-school activities.
- Leads the house program to foster pride and strengthen the culture of AHS.
- Organises whole school assemblies in conjunction with YLLs, Student Leadership & Extra-curricular Program Coordinators (House Badges, House Colours).
- Oversees the annual student elections for School Council.
Mentors Year 7-9 or 10-12 Year Level Leaders in their role.
Member of SIT, CLT & Engagement Team.
Other duties as assigned by the Principal.
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
This Position is a Family Leave cover, Tenured Position as a Leading Teacher until 28.1.30
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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.
Auburn High School is a co-educational Year 7 to 12 government school located in Hawthorn East, with a culturally and linguistically diverse student population serving the communities of inner East Melbourne. The school has an excellent reputation in the community as a welcoming and high-performing government school. The school has an SFO of 0.19 and an SFOE of 0.14, considered a very high socio-economic demographic. The current student population is around 700, with enrolments projected to reach 900 in the next five years.
The school is structured around several specialisms and programs- French Bi-National, Select Entry Accelerated Learning (SEAL), Science, Engineering, Mathematics and Technology (STEM), and a broad general curriculum. Auburn High School¿s vision is underpinned by the motto `Thinking Beyond¿ with the vital aim of aspirational and achieving high-quality student outcomes. A key focus of the school is to encourage curiosity and creativity from a global perspective. Our values - DARE - are represented by Diversity, Aspiration, Respect, and Excellence.
Auburn High School is the only Victorian government secondary school offering a bi-national French program. The French program is internationally recognised and offers students a creative, dynamic, and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (i.e., it meets the Victorian Curriculum requirements) and the French instruction officielles (aefe).
Auburn High School focuses on excellence across all areas, including the Arts, PE, and Sports. A wide range of sports and extracurricular activities are offered, providing leadership opportunities for students awarding recognition. There is a strong House system in place, and student voice and agency are integral in classroom practice where student forums provide feedback on classroom learning. Auburn High School is going through an exciting stage of enrolment growth, and we are building a senior campus on the corner of Auburn Rd and Burgess St.
At Auburn High School the curriculum is purposefully designed using the Understanding by Design (UbD) Curriculum Framework. Teachers use standard curriculum templates for developing and documenting what is taught and learning sequences. We are a University of Melbourne Network school (UMNoS project) with an established standard instructional teaching model, underpinned by high-yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review the curriculum, develop assessment tasks, collect data, and measure student progress. Staff observations form part of our professional learning and share practices in staff forums. Staff collaboration and the development of Teacher Collective efficacy are integral to building an inclusive culture at the school
