2026 VCE Biology/Maths Teacher- new school opened in 2024 in Truganina

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Classroom teacher

Location: Melbourne - Western suburbs

Reference:

Location Profile

Bemin Secondary College

Two Campuses ¿ Countless Opportunities

Respect, Excellence, Innovation, Community

Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria¿s fastest-growing secondary school. The College will grow to over 1300 students in it¿s third year. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.

Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior campuses are located:

• 35 minutes¿ drive from the Melbourne CBD
• 15 minutes¿ drive from Point Cook
• 15 minutes¿ drive from Caroline Springs
• 21 minutes¿ drive from Yarraville
• 26 minutes¿ drive from Essendon

The College will introduce Years 9 and 12 for the first time in 2026, completing our year levels (Years 7-12), with our student population continuing to grow in the coming years.

Vision

At Bemin Secondary College,all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.

Mission

Bemin Secondary College¿s mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.

School Expectations

At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.

All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.

Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.

Teaching and Learning

Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning

The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school.

If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.

School Tours

Further information about the school or this position are encouraged to visit the Bemin Secondary College website:

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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

Applications close Sunday 21 September 2025 at 11.59pm

Posted

8 September 2025

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