VCE Music Contemporary Performance Units 3 and 4 Teacher

Virtual School Victoria (VSV) is the state's leading virtual school, offering 280 semester‑based courses online, including VCE subjects. With an annual enrolment in excess of 7000 students from Foundation to Year 12, VSV is the largest state government school in Victoria. Around 2700 students are enrolled full‑time, while around 4300 students, most in Year 11 and 12, complete subjects with VSV while based in other schools.

We provide education to:

- school‑based students who do not have access to the courses they need in their own school

- children and young people with chronic physical and mental health circumstances that make it difficult for them to attend mainstream schooling

- young people involved in elite level sports and performing arts

- children and young people who are travelling within Victoria, around Australia or overseas

- young adults wanting to complete their education in a way that they find engaging

- remote, rural and regional children and young people who, due to distance, cannot attend a local school

In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. VSV teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually.

The Learning Advisor role is undertaken by all teachers as a core element of their teaching position at VSV. The overall aim of the role is to connect with and encourage students to belong to the VSV school community in order to optimise their student engagement, learning and wellbeing outcomes. Building positive relationships with students, their family support network and, where appropriate, their health practitioner, in an encouraging, friendly and supportive manner is crucial when teaching in a virtual school. The Learning Advisor role also involves team teaching the Social & Emotional Learning (SEL) program to students in Year 7 to Year 10.

VSV's four core school values of Growth, Empathy, Respect and Collaboration guide our vision and underpin our interactions with students, parents/carers and staff. VSV is committed to providing a supportive and inclusive learning environment using a trauma informed approach based on the Making SPACE for Learning model. SPACE is an acronym for the 5 basic principles of trauma informed practice at VSV. These elements help teachers respond to the needs of all students but especially for those who have experienced trauma.

Learning and Teaching at Virtual School Victoria is informed by the Pedagogical Model for Online Learning and Quality Assurance Frameworks for Course Development and Teaching Online. A recent School Review confirmed our pedagogical model and quality assurance frameworks strengthened the school's role as a system leader and built on our goal of consistently providing high-quality and targeted teacher practice. Authentic, real‑time, interactive learning is a key to teaching at VSV. Teachers develop engaging learning materials and utilise VSVOnline, our Moodle based Learning Management System, to create synchronous and asynchronous collaborative teaching and learning opportunities for students.

VSV students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs.

Our vision is to see VSV as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. VSV aims to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space.

Selection Criteria

- 1. Demonstrated Expertise in Curriculum and Responsive Teaching

- Comprehensive Curriculum Knowledge: Possesses a high‑level understanding of the relevant curriculum, including effective strategies for integrating literacy and numeracy skills across learning areas. This includes specific expertise in adapting content and delivery for flexible online learning environments.

- Addressing Diverse Learning Needs: Proven ability to identify and respond effectively to diverse student learning needs. This extends to a demonstrated capacity for addressing emerging educational needs and priorities at a school‑wide level.

- 2. Expertise in Designing, Delivering, and Evaluating High‑Impact Learning Programs

- Demonstrated high‑level expertise in planning for and implementing High Impact Teaching Strategies (HITS), with a deep understanding of how students learn in diverse settings, including flexible online learning environments.

- Proven ability to create engaging learning experiences that foster student success.

- Demonstrated experience in leveraging a range of existing and emerging technologies to effectively support learning and engagement in online instruction.

- 3. Expertise in Student Assessment, Data Analysis, and Feedback

- Demonstrated high‑level expertise in monitoring and assessing student learning, coupled with proficiency in frequent and ongoing assessment of student progress.

- Strong capability in using data from various assessments and other sources to inform and modify teaching practice, effectively guiding student learning.

- Proven experience in providing clear and constructive feedback on student learning growth and achievement to both students and parents.

- 4. Cultivating Supportive Learning Environments and Collaborative Relationships

- Demonstrated high‑level competency in the creation and management of learning environments that are supportive, safe, and engaging for all learners.

- Significant experience in modelling, guiding, and encouraging ethical, safe technology use among children and young people.

- Demonstrated interpersonal and communication skills, along with proven experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement.

- 5. Commitment to Professional Excellence and Departmental Values

- Demonstrated behaviours and attitudes consistent with Department values, underpinned by a proactive approach to reflecting on practice and engaging in ongoing 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 programme 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 programmes 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 programmes 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

- 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

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.

Diversity and Inclusion

- 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 marung@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:

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:

VSV employs a hybrid rostering system of remote and onsite work for all teaching staff. The successful applicant will be required to work onsite at Virtual School Victoria, 315 Clarendon Street, Thornbury on their rostered onsite days.

Virtual School Victoria utilises a Moodle based learning management system for the development and delivery of the teaching and learning program Foundation – Year 12. Experience in the use of a Moodle based platform would be advantageous.

Virtual School Victoria utilises its own Student Database, in conjunction with CASES21 Administration. Training will be provided. You learn more about what it's like to work at VSV here - Virtual School Victoria (vsv.vic.edu.au)) Prospective applicants are advised to visit the VSV website www.vsv.vic.edu.au.

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.

- 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

Qualification Requirements

- 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).

Applications close Tuesday 28 October 2025 at 11.59pm

#J-18808-Ljbffr