Food Technology Secondary 7-12

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - CBD and Inner Metro suburbs

Reference:

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

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.

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

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:

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:

Other Information

• 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

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

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.

Location Profile

At Collingwood College, we inspire young people to be well-balanced, strong and creative individuals who make a positive difference to our community. We provide a rich and diverse curriculum. The College is committed to continuous improvement to maximise outcomes for all students. Collingwood College believes in providing diversity within the Victorian government schools system and our range of programs promote a sense of choice and inclusion for students.

Our point of difference is our strength, and we are proud of our history of innovation and inclusiveness. Collingwood College is a government P-12 school established in 1882 and is located in the inner-city suburb of Collingwood, close to Melbourne¿s CBD. In 2024 the school had an enrolment of around 732 students with this number reduced in part due to the COVID pandemic and a decline in the international student population. The school has moved from high socioeconomic disadvantage to the mid-range of the School Family Occupation Education (SFOE) Index and was in 2024. The school draws students from many different suburbs in and around Melbourne. Collingwood College remains a culturally diverse school with 25% of the student cohort having a language background other than English and 2% of our student cohort being Indigenous or Torres Strait Islander. The projected numbers of international students enrolled has increased and in 2024 Collingwood College held 88 international students coming from a range of countries, including Vietnam, Cambodia, China, Thailand, Indonesia and Korea.

Collingwood College offers innovative and progressive teaching approaches at all levels. The main campus is arranged into two sub schools, Primary and Secondary. Each sub-school is organised to create the most appropriate setting and approach for children at the different stages of their development. The college has a defined philosophy of education and has three main streams of learning, including a P-5 inquiry based mainstream learning approach, a secondary MYP IB mainstream program based on the Victorian Curriculum and a specialist P-9 Steiner Program. The College structures the Year 10-12 program to more intentionally prepare students for the VCE/VM/VPC pathways from Year 10. The second campus to Collingwood College, The Collingwood Alternative School (CAS) enrols students from 14 years old and operates through a re-engagement approach.

The curriculum is designed to provide students with appropriate challenges and educational opportunities and build their self-esteem. The program specifically focuses on numeracy and literacy development, the learning of social and behavioural skills, work/training readiness and the provision of the VM and VET options for senior students.

In 2025, the College (excluding CAS) had a full-time equivalent (FTE) teaching staff of 4 Principal Class, 3 Leading Teachers, 2 Learning Specialist, 80.5 teaching staff, and an Education Support Staff (ES) FTE of 36 Collingwood College offers a range of cocurricular programs, including the Stephanie Alexander Kitchen Garden, Instrumental Music, Visual and performing arts and outdoor education.

There are integrated programs to support all students, including: extension, intervention, integration and English as an Additional Language (EAL) program. The College¿s English Language Centre (ELC) re-opened again in 2022. The College¿s Main Campus features exemplary learning, athletic, and arts facilities. It is home to a well-equipped theatre, a dance studio, modernised science and technology sections, and a premier sports centre with three gymnasiums. The college's grounds are thoughtfully designed with various play and relaxation areas, complete with shaded seating, manicured gardens, and designated outdoor learning spaces. Collingwood College is committed to the philosophy that all students are capable of learning and achieving excellence. Collingwood College takes great pride in its strong ties and collaborative relationships with the surrounding local community

Applications close Monday 22 September 2025 at 11.59pm

Posted

9 September 2025

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