Science and Maths Classroom Teacher

School Vision
Empowering our community to be curious, creative and confident learners.

At Fairhills High School, our vision is more than words, it's a lived experience across our classrooms, corridors and community. This is reflected in our strong results in the Attitudes to School Survey, capturing students¿ perceptions of their school life, and in Year 9 NAPLAN Relative Growth, both of which are consistently well above the state average. These outcomes highlight a school culture where students feel valued, engaged and supported to thrive academically, socially and emotionally.

School Philosophy
Fairhills High School is a vibrant learning community where every student is known, supported and challenged to succeed. We believe every young person deserves a learning environment that empowers them to flourish.

Our values drive respectful and positive relationships across the school. The School Wide Positive Behaviour Framework, high expectations for all community members, and consistency of teaching through the Fairhills Instructional Model create a safe, supportive and engaging learning culture.

We are committed to using innovative and engaging teaching strategies that spark student curiosity and meet their individual learning needs. Through our comprehensive personal growth programs, students are equipped with essential life skills and resilience that extend beyond the classroom.

Local Community
Established in 1973, Fairhills High School is located in Melbourne's outer eastern suburbs and serves a proud and diverse community. With a current enrolment of approximately 430 students, we are a co-educational secondary school committed to academic excellence, personal growth and community partnerships.

We collaborate with local schools and community organisations to enhance learning opportunities for all Knox students.

Our Student Family Occupation and Education index (SFOE) of 0.45 reflects a medium socio-economic community, with a mix of professional, skilled and semi-skilled employment. We are proud of the support we offer all students, including those from low-income households, to ensure equity in educational access and outcomes.

Support and Professional Development
At Fairhills High School, we invest in our staff as much as we invest in our students.

- New staff are supported with a comprehensive induction program tailored to their role.

- All staff have access to instructional coaching, ongoing mentoring and collaborative planning time.

- At Fairhills, staff are supported through a strong culture of professional growth, with access to meaningful development opportunities tailored to their interests and career goals.

- Staff who consistently go above and beyond are recognised through professional incentives and leadership development opportunities.

Our culture of trust, growth and collaboration ensures all educators feel empowered to contribute and evolve in their practice.

Our Approach to Teaching and Learning
We have developed and embedded a consistent instructional model across all learning environments to ensure excellence in teaching and learning. Our LEARN model (Lean-in, Explicit, Assist, Refine, and Next Steps) provides a shared framework for lesson delivery and promotes the use of evidence-based instructional strategies. Together with our School Wide Positive Behaviours Matrix, it supports an orderly and empowering environment where students can grow and succeed.

Curriculum
Fairhills High School offers a documented, guaranteed and viable curriculum aligned with the Victorian Curriculum.

Students in Years 7 and 8 participate in a core curriculum across eight learning areas and also take part in our instrumental music program.

STEM is a key focus across the school. From Year 7, selected students can join the STEM Academy, a specialised program that extends learners with a passion and aptitude for science, technology, engineering and mathematics. All students from Years 7 to 10 have the opportunity to engage in high-quality STEM initiatives including VEX Robotics and the Hydrogen Grand Prix, where our students have achieved outstanding results.

In Years 9 and 10, students pursue their passions through our Specialism Program, selecting three electives per semester to deepen their learning in areas of personal interest.

Students in Years 7 to 9 also engage in targeted self-development programs that support their personal growth, wellbeing and transition to senior years.

High-achieving Year 10 students may accelerate into Early Start VCE subjects. In Years 11 and 12, the school offers a broad range of VCE units and VET programs that cater to diverse interests, strengths and future pathways.

School Structure and Wellbeing
Fairhills operates two sub-schools' Middle School (Years 7 to 9) and Senior School (Years 10 to 12), each led by a dedicated Assistant Principal. This structure enables strong relationships, a tailored approach to each developmental stage, and consistent expectations across all year levels.

Our approach to wellbeing is proactive and embedded across the school. With a team of dedicated and highly experienced wellbeing staff, and a whole-school positive behaviour approach, we prioritise student safety, belonging and success.

Facilities

- A state-of-the-art STEM Learning Centre

- Access to the KIOSC STEM Centre at Swinburne University's Wantirna Campus

- A purpose-built Music Learning Hub

- A double-court Sports Stadium with weights room and theory classroom

- A central Resource Centre housing the library, IT support and an International Student Hub

- BenQ Premium boards in all classrooms to enhance engagement and learning.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Classroom teacher Range 2

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

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

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 marrrung@education.vic.gov.au.

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.

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:

For further information please contact Ian Van Schie on ian.vanschie@education.vic.gov.au

Qualification Requirements

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

- 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 Thursday 13 November 2025 at 11.59pm

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