2027 Fixed-Term 1.0 Maths Y7-10; Y7-10 Sciencel; YLC

Victorian Government; Melbourne; Vor Ort; AUD 70.000 - 100.000; Vollzeit

Zusammenfassung

Princes Hill SC in Melbourne seeks experienced classroom teachers to support school priorities and student learning growth. Roles cover Range 2 and Range 1 classifications, with responsibilities across teaching, mentoring, and contributing to school policies.

The school emphasizes high-quality instruction, data-informed practice and strong collaboration with students, families and staff. The department supports diversity, inclusion and professional learning, with opportunities to contribute to

Qualifikationen

• Demonstrated knowledge of the relevant curriculum including literacy and numeracy teaching.
• Experience planning and implementing high impact teaching strategies and evaluating learning growth.
• Experience monitoring and assessing student learning and using data to inform practice.
• Strong interpersonal and communication skills and ability to collaborate with students, parents, colleagues and community.

Aufgaben

• Direct teaching of groups and individual students.
• Contribute to development, implementation and evaluation of curriculum areas or programs.
• Undertake other classroom teaching related and organizational duties as directed.
• Participate in parent/teacher meetings, staff meetings, camps and excursions.
• Supervise and train student teachers where required.

Ausbildung

Teaching qualification & VIT registration

Curriculum knowledge

Data-informed teaching

Literacy & numeracy focus

Interpersonal & communication skills

Jobbeschreibung

Location: Melbourne - CBD and Inner Metro suburbs

Reference: 1549148

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.

Role

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.

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 [e-mail]

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:

• 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.

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).

Princes Hill SC provides a supportive learning environment and a culture of high expectation that foster the school values of Achievement, Creativity, Inclusion, Resilience and Respect

The school has approximately 885 students. Demand for places is high and there are limits on the capacity of the school to offer places to students beyond the neighbourhood area. The school attracts a high proportion of families with a professional background who regularly contribute to decision-making processes, and support learning programs. The school has excellent facilities in all curriculum areas and is privileged to have access to outstanding playing fields and grounds with Princes Park in close proximity. This beautiful green open space is actively used by classes, and daily student access is supervised at recess and lunchtime.

The school is an inclusive and vibrant environment where students of all backgrounds feel welcome and safe. Widely acknowledged as a high performing school, Princes Hill SC is recognised for its impressive student academic performance, excellence across the curriculum and enduring social, emotional and personal outcomes for students. Appreciation of differences between people and awareness of individual needs, interests and abilities is central to the College ethos. Mutual respect amongst students and between students and staff is characteristic of relationships.

Evidence based practice and attention to research is important in our organisation's thinking and learning. Realising that students need a range of knowledge, skills, dispositions, and attitudes to live and learn sustainably and cooperatively in today's world, we maintain mixed ability classes up to Year 10 with a focus on differentiation of learning and challenge. Students are engaged students in the social issues of the day whilst critical and creative thinking, ethical behaviour and intercultural understanding are valued and encouraged. Knowing that wellbeing is fundamental to living well and to learning effectively, the school endorses approaches consistent with positive psychology and restorative practices.

The curriculum makes extensive use of our inner-city location for students' studies and excursions. Partnerships are sustained with nearby institutions including the City Edge Network of Schools that enrich the learning environment and culture. Consistent with the school's philosophy of providing students with a broad education, the College offers an extensive Camps and Outdoor Education Program utilising the recently upgraded school camp at Mirimbah at the base of Mt Buller and Mt Stirling, and other venues. Further learning extension options have included study tours to, Italy, France, China, Indonesia (Science) and Vietnam. In Year 9, all students are involved in our Wilderness Week program where all students have an extended wilderness experience.

Applications close Sunday 1 November 2026 at 11.59pm