Vet Building And Construction

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Western suburbs

Reference: 1492755

Location Profile

Victoria University Secondary College is a multi campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Flexible Learning Option ¿ i CAN centre located in St Albans.
Our college has approximately 1225 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne.
Our college provides a broad range of personal, academic and practical experiences for our students who come form diverse cultural and social backgrounds.
Victoria University Secondary College challenges students to, create the future by adhering to our school values of aspiring to achieve, strengthening the community and respecting themselves and others.

Victoria University Secondary College is a Professional Learning Community (PLC) Link school.
PLC link schools approach to learning, is to share ideas, enhance teaching practices and create an environment where all students can reach their full potential.

Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions.
Our college encourages our members to develop self belief and confidence to persevere with their learning challenges.
Victoria University Secondary College focusses on reflective thinking and collaboration.
This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions.

Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school.
Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students.
Importantly, Victoria University Secondary College seek to develop students skills and competencies so they are well prepared for their future study and future workplace.

Selection Criteria

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.

Role

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.

Responsibilities

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.

Who May Apply

People who have professional expertise in the area but do not have current provisional or full registration from the Victorian Institute of Teaching may apply.
Preference will be given to applicants with teacher training.
Applicants who are not eligible for provisional or full registration will be required to obtain permission to teach from the VIT prior to commencing employment.

EEO AND OHS Commitment

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.

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).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Other Information

It is desirable to have teaching qualifications as well as a Certificate IV in Training & Assessment, although not mandatory.
Fully & partially qualified applicants are encouraged to apply.

Please note that Referees other than those nominated may be contacted as part of the selection process.
Other Inclusions to the Role Statement for Victoria University Secondary College: 1.
To participate in an ongoing professional development program as part of the school's Culture of Performance and Development.
2.
To participate as an active and responsible member of the College in a range of staff forums dealing with student, staff, curriculum and other issues.
3.
To implement classroom management procedures that are consistent with the College Welfare and Discipline Policy.
4.
To work according to the College Charter Staff Code of Conduct.

This is a multi campus college and travel between campuses may be required.

Conditions of Employment

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.
Probationary period of 3 months will apply during the first 12 months of employment
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

VIT LANTITE

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.

Applications close Tuesday 30 September 2025 at 11.59pm

Posted

9 September 2025

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