Classroom Teacher English

Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1451934
Job posted: 14/11/2024
Closes: 27/11/2024
Classification: Classroom Teacher
Job duration: From 28/01/2025
Location Profile Wellington Secondary College is a large and highly respected co-educational state secondary college located in the City of Monash, approximately 24 kilometres to the south east of the CBD of Melbourne. The College provides an extensive range of programs for secondary school aged students from Years 7-12 in the Mulgrave, Springvale, Noble Park, Dandenong North, Keysborough, Westall (and surrounding) communities.
Located in south east Melbourne, Wellington is surrounded by excellent infrastructure. Nearby is Waverley Gardens Shopping Centre with a medical centre, department stores, post office, banks, chemist and supermarkets and the main Clayton campus of Monash University with many other university campuses and TAFE colleges within fifteen kilometres of the College.
The College has maintained a strong student enrolment with just under 1700 students for 2024. The ethnic mix of its students reflects the multicultural nature of the surrounding area, one of the most diverse in Melbourne.
In addition to the local enrolment, the College has a strong International Student Program, accommodating 100 + students, largely from Vietnam, Cambodia and China.
The College employs approximately 160 staff with an effective full-time teaching staff of 125 and a large support staff of 35, including multicultural aides, a college First Aid Officer, full time welfare coordinators and careers counsellors.
Wellington Secondary College provides a safe and inclusive environment to meet the needs of all students. We are committed to the provisions of Ministerial Order 1359 (Child Safety).
The College prides itself on its commitment to literacy and numeracy across the whole school. Retention of students at WSC is very strong. Academic success is expected, and high standards of behaviour are required. Students usually remain enrolled for the duration of their secondary education, except where the family relocates.
Consequently, Wellington Secondary College enjoys a very positive reputation in the local community. We respect well established school traditions, with all students and their families being inducted into the culture of the school's motto, the Wellington Way - Caring Striving Learning .
Originally opening in 1973, the well-maintained and recently redeveloped campus is set amongst landscaped gardens and extensive courtyards.
In 2019, we opened the E.H Blaikie Vanellus Centre, a beautiful two-story Administration, Technology and Library Hub, along with eight 21st century collaboration and learning spaces.
In 2022 the final re-development stage of the campus was completed with a new Senior School Precinct, a Technology area and a Wellbeing Centre.
The campus also features a Performing Arts complex with 288 seat Theatre, well equipped and modern specialist rooms for Visual Arts, Technology and Science, two multi-purpose Gymnasiums, a Wellbeing Centre, an International Centre and separate Junior, Middle and Senior School Centres.
In 2022 the College successfully completed a Department of Education and Training Review. This has guided the preparation and writing of our four-year Strategic Plan (2023 - 2026).
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 CommitmentApplicants 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:
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:
Please ensure that your application includes:
a resume including relevant experience as well as personal details (name, address and contact numbers) a section addressing the selection criteria names and contact numbers of two referees 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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