This is a unique opportunity to join the Featherbrook College teaching team in either a full-time or part-time capacity.
You will be employed directly through the Central Payroll and paid according to your years of experience, starting from
Range 1-1 for new graduates.
This is a fixed-term position rather than casual employment, allowing you to enjoy the benefits of paid school holidays, accrued sick and personal leave, and greater job security. Unlike agency work, you won¿t need to worry about early morning calls or inconsistent days of employment.
Featherbrook P - 9 College is located in Point Cook, adjacent to the Featherbrook Community Centre. The school opened in term 1, 2017. The school has been constructed through a Public Private Partnership which supports an optimal learning environment as well as enrichment of curriculum programs .
The facilities have been designed to:
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Provide contemporary learning neighbourhoods that facilitate learning and learner-centred opportunities for all students, regardless of learning needs, through flexible spaces and responsive programs;
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Support digital technology enriched learning
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Support contemporary collaborative learning and teaching for teacher practitioners;
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Promote inclusion, access and choice for all learners;
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Promote environmental sustainability principles;
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Support a sense of community and belonging within the school and wider community.
Professionalism, instructional capacity and accountability of our teachers is foundational to the education our students receive. Teacher quality is crucial for optimal student achievement and so our energies are strategically directed towards coaching and capacity building of our teaching staff. High expectations of our students underpin the rich learning tasks and challenges provided for all students as they are supported to achieve and thrive. The following are enablers of Featherbrook College¿s education provision:
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 supprting the 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.
SC6 (School based) Executing the curriculum and provided lesson plans.
As a Classroom Relief Teacher (CRT), you will have the unique opportunity to:
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Teach across all year levels as required.
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Be part of a Professional Learning Community (PLC), where you will receive guidance, collaboration, and support from colleagues and leadership.
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Enjoy the benefits of fixed-term employment, including paid school holidays and access to sick leave , benefits not typically available to traditional casual agency CRT staff.
This role is ideal for a flexible and community-minded educator who values building strong relationships with students, staff, and families while gaining broad teaching experience across the College.
The role and responsibilty of Classroom Relief teacher may include but is not limited to:
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Direct teaching of classas and small groups of students and individual students;
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Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
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Delivering Lessons: Executing the curriculum and provided lesson plans.
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Classroom Management: Maintaining an orderly learning environment ensuring SWPBS and Foundational Classroom Management routines underpin orderliness.
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Student Supervision: Marking attendance (roll), active supervision during non-classroom times like recess and lunch.
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Student Wellbeing: Oberserving professional duty of care Prioritising the physical and emotional well-being of the students in your care.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
