Humanities / English Classroom Teacher Fixed Term

Overview

Mill Park Secondary College focuses on improving the academic, social and emotional outcomes of all students. The curriculum encourages creativity, high standards and diverse learning choices. The college has approximately 1200 students across two campuses: the Middle Years Campus (Years 7-9) in Mill Park and the Senior Campus (Years 10-12) in Epping.

Mill Park Secondary College is committed to child safety. We want children to be safe, happy and empowered, and we support and respect all children, staff and volunteers. We are committed to the safety, participation and empowerment of all children.

We operate on four agreed values: Respect, Responsibility, Achievement and Enjoyment, which guide interactions among staff, students, parents and the broader community to support academic, social and emotional growth.

We are an exemplar school for the Berry Street Education Model, designed to support the sequential development of students’ physical, psychological, social and emotional capacity. We involve students as active community members, with student voice and agency central to our work. Students have helped co-develop our Teaching and Learning Model, Student Engagement Model and SWPBS Framework.

We strive to build strong partnerships with families, recognising the skills and values they bring to student growth. High-level communication, growth mindsets and individual goal setting help us engage families in active plans for student development.

The College offers extensive and diverse curriculum choices at all year levels. The Middle Years curriculum prepares students for their Senior Years with a comprehensive electives program, enabling specialisation in Victorian Certificate of Education (VCE), Vocational Education and Training (VET) and Victorian Certificate of Applied Learning (VCAL). The school also has links to Latrobe University and Melbourne University for Year 12 students to undertake university-level subjects.

Mill Park Secondary College offers a Select Entry Accelerated Learning (SEAL) Program for gifted and talented students from Year 7 onward, supporting advanced speed of learning and high performance.

A broad range of extracurricular opportunities are available in leadership, performing arts, music, sport and clubs.

Requirements and Qualifications

SC1 Demonstrated knowledge of the relevant curriculum, with ability to incorporate literacy and numeracy skills; demonstrated experience in addressing 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 programs on student growth.

SC3 Demonstrated experience in monitoring and assessing student learning; using data to inform teaching and providing feedback to students and parents.

SC4 Demonstrated interpersonal and communication skills; experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values; experience in reflecting on practice and engaging in professional learning to 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 and to better engage students.

As the classroom teacher gains experience, contributions to the school program beyond the classroom increase. All classroom teachers may be required to undertake other duties in addition to rostered teaching duties, provided the responsibility is appropriate to the salary range, qualifications, training and experience.

Classroom teacher Range 2
The Range 2 teacher plays a significant role in improving student performance and outcomes in line with the school’s strategic plan and state-wide priorities, contributing to policy development and school priorities. A key component is increasing staff knowledge about student learning and high-quality instruction to define quality teaching 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 to engage in critical reflection and expand capacity
- Provide expert advice about content, processes and strategies for professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that achieve targets for improved student learning outcomes

Classroom teacher Range 1
The Range 1 teacher focuses on developing skills and competencies with structured guidance, planning, preparation and teaching of programs to achieve outcomes. They teach a range of students/classes and may supervise student teachers. They operate under general direction within established work practices and priorities and contribute to school policy development and program implementation. New entrants receive structured mentoring and guidance.

Under guidance, new entrants plan and teach groups in one or more subjects and participate in induction programs and professional learning to integrate curriculum, assessment and pedagogy. Range 1 teachers teach their own classes and may assist with policy development and co-curricular activities. They are responsible for classroom management, subject content and teaching practice, and may participate in policy development and project teams.

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
- Undertaking other classroom teaching related and organisational duties as determined by the 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.

EEO and OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if successful, may negotiate a reduced time fraction; such requests will be negotiated case-by-case subject to operational requirements.

The Department of Education is committed to equal opportunity, 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. The Department recognises family-friendly, supportive, safe and harassment-free workplaces and promotes flexible work, diversity and safety across all schools. Reasonable adjustments are provided 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. All school staff are committed to protecting students from abuse or harm in accordance with legal obligations, including child safe standards. A Child Safety Code of Conduct is maintained by the department and available on request. The department’s Values are: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.

Information on department values is available at the department website. 1. Address selection criteria; 2. Provide three professional referees in your application; 3. Applications must be lodged on Recruitment Online by the closing date; 4. You may negotiate time fraction for a full-time advertised position.

Conditions of Employment

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

Qualification Requirements

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. Since 3 August 2020, graduates from Victorian Initial Teacher Education programs after 1 July 2016 must demonstrate they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements, as part of their ITE program.

Applications close

Applications close Sunday 5 October 2025 at 11.59pm.

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