Classroom Teacher - Junior Humanities

Department of Education Victoria; City of Glen Eira; On-site; AUD 70,000 - 100,000; Full time

Job summary

Glen Eira College in Melbourne’s southeast is seeking a dedicated classroom teacher to deliver high quality programs across Years 10–12, with emphasis on literacy and numeracy, data-informed planning, and inclusive teaching. The role requires participating in school improvement and working within a collaborative team.

The successful applicant will contribute to curriculum design, assessment, and student wellbeing, with opportunities to engage in professional learning and leadership development

Qualifications

• Strong knowledge of the relevant curriculum including literacy and numeracy
• Experience in planning high-quality teaching and using data to inform instruction
• Ability to monitor and assess student learning and provide feedback to students and parents
• Demonstrated interpersonal and communication skills and collaboration with staff and the community
• Commitment to Department values and ongoing professional learning

Responsibilities

• Direct teaching of groups and individual students
• Contribute to curriculum development and evaluation
• Undertake classroom teaching duties and related duties as required
• Participate in parent/teacher meetings, staff meetings, camps and excursions
• Engage in professional learning to continually improve practice and student outcomes

Skills

Curriculum planning

Literacy and numeracy

Assessment and feedback

Data-informed teaching

Interpersonal communication

Education

Bachelor of Teaching

VIT registration

Job description

Department of Education Victoria – Glen Eira VIC

3d ago , from Department of Education & Training Victoria

Glen Eira College is a dynamic, co-educational school recognized for its strong academic approach We foster a vibrant learning environment that empowers students to learn, grow, and form meaningful connections as local and global citizens who respect the rights of all.

Vision

At Glen Eira College, our vision is for students to be empowered learners and engaged members of their community, both locally and globally.Learn, Grow, Connect.

Values

• Growth and Striving:We grow and aspire to learn by innovating andcollaborating together.
• Equity and Integrity:We all have access to a broad range of opportunities that are inclusive of our diverse community.
• Care and Respect:We care foreach other,we act respectfully and support each other in doing our best.

Student Learning and Excellence

Glen Eira College offers a highly successful Select Entry Accelerated Learning (SEAL) program, enabling talented students to advance a year ahead in core subjects such as English, Maths, Humanities, and Science. We also deliver a robust EAL and International Student Program, reflecting our global perspective.

Our team comprises 64.1 Effective Full-Time (EFT) teachers, 4 Principal Class members, and 24.32 Education Support staff. Supported by an engaged College Council and parent community, our leadership team continues to strive for excellence.

We are currently constructing a new Middle School hub, due for completion in March 2026; once complete, our capacity will increase to 1200 students.

We are committed to high quality language learning, offering students a choice of:

French

• French 1st Language(Accredited to deliver CNED for native speakers)
• French Immersion(3 lessons weekly of French Language, 3 of Humanities, 2 of Drama, all in French)
• Mainstream French

Japanese

• Japanese Immersion(3 lessons of Japanese Language, 4 ofScience¿all in Japanese)
• Mainstream Japanese

In 2024, the program won the Dr Lawrie Shears Outstanding Global Teaching and Learning Award given by the Victorian Government.

Hebrew

• Mainstream Hebrew

Student Success

We provide a comprehensive curriculum with a wide range of Year 10 to 12 subjects. Our challenging extra-curricular programs, personal development opportunities, and leadership training enable students to develop both socially and academically.
Year 12 students benefit from access to Centre for Higher Education Studies (CHES) and university enhancement programs. GEC graduates continue a proud tradition of excellent VCE results, progressing to tertiary and TAFE courses of their choice.

School Improvement Focus

Glen Eira College is on a strategic journey of improvement, reflected in significant growth and improved student outcomes. We are proud recipients of The Age's `Schools that Excel¿ Award and have become the community's school of choice.

We remain committed to ongoing improvement through the delivery of holistic educational programs that meet the diverse needs of our students. We invite highly capable professionals to join us on our mission to excel as Caulfield's school of choice.

For further information, please visitourCollege 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.

• 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 (seeWorkplace 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

Applicants should include:

• A specific response to the Key Selection Criteria
• A copy of qualification transcripts (to be brought to interview if shortlisted)
• VIT registration number