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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 ).
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
Applications must include:
A specific response to the key selection criteria and position details. Preferably no more than one criterion per page.
Please attach applications including:
1. A cover sheet providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
2. A CV with a summary of experience and qualifications.
3. Specific Key Selection Criteria response
4. The names, email addresses and contact details for three referees who can provide information regarding the applicant in relation to the key selection criteria.
For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment on Line . Please also ensure that your name is included in the header of each document .
All applicants should ensure that their personal profile on Recruitment Online is up to date
Conditions of Employment
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
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
Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective school schools in the state of Victoria.The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations and a strong commitment to their studies.
Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria. Details about this process can be found at .
Our mission at Suzanne Cory High School is to develop well-rounded students that excel in all areas not just academically. Our students become students of the world, and of wide and varied disciplines. This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.
Respect: W¿e develop students that have a respect for their learning, individuals, diversity and community (both locally and globally). Aspiration: ¿Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities. Contribution: A¿t SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.Our students are encouraged to highlight their individuality. As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.
Our students graduate with strong connections to the school, their school house and the wider community. This is encouraged and developed through the range of extra-curricular activities our students participate in, including the house program, sport and music programs.
Suzanne Cory High School¿s educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning. We value learning that is
· Deep : Students are challenged to construct and apply new knowledge, skills and understanding to new situations. They are encouraged to form theories, find patterns and make connections in their learning. Student¿s critical, creative and higher order thinking skills are developed.
· Challenging and accessible : We use the principles of differentiation to understand student¿s entry points and devise learning programs that vary in content and product to support individual student needs.The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.
· Student Centred : Students are participants in their own learning and spend the majority of their class time in active learning experiences. Links between student¿s interests and the taught curriculum are encouraged.
· Positive : Strong peer-peer and student-teacher relationships exist.The classroom culture is productive and enjoyable with an emphasis on learning outcomes. There is an optimistic attitude and growth mindset evident in all members of the class.
The schools four-year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies.In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program. University Extension Studies are encouraged and supported for students in year 12 who wish to access them.
All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.
For more details see
