Accounting / Humanities Teacher

Overview

Taylors Lakes Secondary College commenced classes in 1992. The 2026 enrolment is expected to be approximately 1300 students across years 7-12. The College is a single campus on about 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club, located about 22 km north-west of Melbourne GPO. The College is part of a multi-cultural community with a mix of overseas-born students and families where English is not the main language for many parents.

In 2025, we completed our School Review and developed a Strategic Plan for 2026–2029 focused on student achievement, student engagement and connectedness, and student health and wellbeing. The College is implementing a whole-school model to support differentiation and student voice and agency, with a culture of academic rigor, growth, effort, and high expectations. The TLSC Learner Model emphasises life-long learning, wellbeing, and essential skills including character, communication, citizenship, collaboration, creativity and critical thinking. We value learning and growth for all students and staff.

In 2024 we increased emphasis on three pillars—Reading and English, Numeracy and Maths, and VCE Improvement—and supported staff to improve classroom instruction in these areas. The College runs various curriculum-based programs to support students and engagement, including the Learning Enhancement and Advancement Program (LEAP) in its tenth year, a strong instrumental music and dance program, and a Football Academy (AFL and Soccer).

We continue to focus on student connectedness to school, attendance, student management procedures, and a broad range of wellbeing and pathway options. Digital BYOD learning is embedded across the college using netbook computers, with expectations for teachers to use ICT to enhance teaching and learning. Our leadership profile supports the accountability framework of the Strategic Plan, with Leading Teachers and Learning Specialists aligned to improvement priorities. The College maintains a common documented curriculum with ongoing professional learning to enhance student outcomes. Professional Learning Teams support staff development, and teacher coaches collaborate with colleagues.

Our assessment and reporting policy is consistent across learning areas. We use a continuous reporting model with progress reports every 6 weeks, a semester report, and an end-of-semester report. Assessments align with Victorian Curriculum standards, with graded assessment tasks across all subjects. A Learning Support Program targets literacy and numeracy deficits, operating at individual and group levels. There is a strongly supported Inclusive Program for students with disabilities and access to psychologists, social workers from the department, and allied health staff from other agencies. The co-curricular program is strong, including camps, diverse interschool sport, student leadership programs, a school production, and lunchtime activities. Applied learning programs will continue to be a focus, and after-school homework clubs attract high participation. The College has exchange programs with sister schools in Japan and Italy.

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 teaching quality.

Role

The classroom teacher classification comprises two salary ranges—Range 1 and Range 2. The primary focus is planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills for effective engagement and learning.

As teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to rostered teaching duties as appropriate to salary range, qualifications, training and experience.

Range 2 classroom teachers play a significant role in improving student performance and educational outcomes aligned to the school strategic plan and state-wide priorities, contributing to the development and implementation of school policies and priorities. A key component is increasing staff knowledge about student learning and high-quality instruction to define quality teacher practice. Range 2 teachers are 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 to reflect on practice and expand capacity
- Provide expert advice about content, processes and strategies shaping professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches to achieve targets for improving student learning outcomes

Range 1 classroom teachers focus on developing skills to become effective practitioners with structured guidance, planning, preparation and teaching of programs. They teach a range of students/classes and are accountable for delivering their programs. Range 1 teachers are skilled professionals who operate under general direction within established guidelines and may supervise and train student teachers. They participate in developing school policies and programs and may assist in policy implementation and school priorities. They focus on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance. Under supervision, new entrants plan and teach in one or more subjects and participate in induction and professional learning activities to integrate curriculum, assessment and pedagogy. Range 1 teachers are responsible for teaching their own classes and may assist in policy development, project teams and co-curricular activities.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individuals
- Contributing to development, implementation and evaluation of a curriculum area or other program
- 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 specified curriculum areas.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce representative of the community we service. We value diversity in all forms—culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are encouraged to apply. The department supports safe, respectful and inclusive workplaces and promotes flexible work and diversity across all schools. Reasonable adjustments for staff with disability are provided where needed. Additional recruitment support is available for Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division via marrung@education.vic.gov.au.

Applicants seeking part-time employment are encouraged to apply and may negotiate a reduced-time fraction on a case-by-case basis subject to operational requirements.

Child Safe Standards

Victorian government schools are child-safe environments. All school staff are committed to protecting students from abuse or harm in the school environment in accordance with legal obligations including child-safe standards. Schools have a Child Safety Code of Conduct. Information on department values and the workplace is available on the department website.

We support the following people principles for working productively within the College: Deliver quality results, Behave ethically, Respect and value others, Develop self and others. They apply to all staff and activities.

ADDITIONAL INFORMATION

Please ensure your application includes: a resume with relevant experience and contact details, a section addressing the selection criteria (guideline: not more than 5 A4 pages), and the names and contact details of three referees who can attest to your claims. Additional referees may be sought. Graduates may apply.

All staff employed by the Department have access to a broad range of conditions and working arrangements. Appointment of successful applicants is subject to a satisfactory pre-employment check. A probationary period may apply during the first year, with induction and support programs provided. Detailed information on terms and conditions of employment is available on the Department’s HR website.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- Provisional or full registration approved by the Victorian Institute of Teaching
- If the person completed an Australian postgraduate level initial teaching program on or after 1 January 2024, must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education program (as specified by the Australian Institute for Teaching and School Leadership)
- A person who graduated from a Victorian ITE program after 1 July 2016 must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE), where required by their ITE program

Applications close

Applications close Sunday 9 November 2025 at 11.59pm

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