Classroom Teacher - Humanities & Geography/Commerce

Department of Education Victoria; Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

Department of Education Victoria invites applications for a Classroom Teacher in Humanities & Geography/Commerce at University High School, Melbourne. You will plan and deliver Geography and Commerce curricula to VCE level, using high-impact teaching practices and data-informed differentiation to engage a diverse student cohort.

You will collaborate with colleagues, contribute to school improvement, mentor student teachers, and participate in professional learning aligned with the department’s

Qualifications

• SC1: Demonstrated knowledge of the relevant curriculum and ability to tailor literacy/numeracy strategies.
• SC2: Planning for high impact teaching and evaluating its impact.
• SC3: Monitoring and assessing student learning with data-informed feedback.
• SC4: Strong interpersonal and communication skills for collaboration.
• SC5: Commitment to professional learning and reflective practice.
• SC6: Qualifications and capacity to teach Geography and Commerce to VCE.

Responsibilities

• Directly teach and plan programs to achieve student outcomes.
• Use data to inform teaching and provide feedback to students and parents.
• Collaborate with staff to develop school policies and priorities.
• Supervise and mentor student teachers and other staff as required.

Skills

Curriculum knowledge

High impact teaching

Assessment & feedback

Interpersonal skills

Professional learning

Geography/Commerce (VCE)

Education

Geography/Commerce teaching qualification

Job description

Classroom Teacher - Humanities & Geography/Commerce

Department of Education Victoria – Melbourne VIC

1d ago , from Department of Education & Training Victoria

University High School is a large inner-city secondary school, catering to the local area including Parkville, Carlton, North Melbourne and the Melbourne CBD. The school has a rich and proud history of providing outstanding educational opportunities to its unique and diverse local community, which represents a wide range of language, cultural and socio-economic backgrounds. Our students are the heart and soul of our school, and enrolment growth has been rapid over the past five years. In 2026 we have over 2000 students enrolled. All Year 9 students are based at the newly opened Lonsdale St campus for their entire program, and up to 150 Year 11 and 12 students are enrolled in the specialist science program, Elizabeth Blackburn Sciences (EBS). This is a select-entry program, but UHS itself is a neighbourhood, not a select-entry, school. UHS is also the host school for the Gene Technology Access Centre (GTAC), the first of the state-wide Science Centres, which celebrated its 20th anniversary in 2024.

In 2025, the school is in the fourth year of its Strategic Plan and revised leadership structure. This Strategic Plan has had a focus on developing consistent, collaborative and whole-school practices to support strong student-teacher relationships and connection to school; and to enhance student learning growth through responsive and explicit teaching. This has led to the development of new, whole school frameworks for both relationships and engagement (using BSEM and SWBPS) and for teaching and learning.

The school's values were redefined in 2022. They are:
- Curiosity: We are open to new ideas about the world and each other. We seek to learn, explore and understand.
- Kindness: We treat each other and our world with respect, humanity and empathy.
- Excellence: We uphold high standards, challenging ourselves to grow in all we do. We persevere and show resilience to be our best.
- Connection: We know that we are stronger together. We work to ensure that all belong equally in our community.

Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation and improvement. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice and leadership is embraced within the school and at all levels through a variety of forums.

Staff work in collaborative teams through domains, program areas and Professional Learning Communities (PLCs). A wide range of professional development opportunities, in both internal and external contexts, are available to all staff.

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.

SC6 The qualifications and demonstrated capacity to teach Geography and Commerce to VCE level.

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.

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*******@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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Please ensure that your application includes:

• A written response to each selection criteria (no more than one A4 page per criteria) should be submitted, alongside a cover letter, resume and the names and contact details of at least three referees. Please note that the school will want to contact your current or former Principal and/or immediate past employer: please arrange for them to be available as a referee.


• A resume including relevant experience as well as personal details (name, address, email address and contact number)


• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 https://www2.education.vic.gov.au/pal

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).