Classroom Teacher Science/Humanities 7-12 (Tfi 0106)

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:
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 Program Benefits This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments.  Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below. Payments and support on offer, subject to eligibility criteria:
A commencement incentive payment (pro-rata for positions less than full-time) to the amount of: $25,000  (before-tax) if the position is for a school located within `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or $50,000  (before-tax) if the position is for a school located within ` or `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. $10,000  (before-tax) annual retention payments (pro-rata based on FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones. Eligibility for Targeted Financial Incentive (TFI) program payments:
The successful candidate must be a new employee to this school. The successful candidate is committing to a minimum of 2 years of employment at this school. The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met. The successful candidate meets the requirements for relocation ( ordinarily resides at least 1 hour from this school at the time of application), as outlined within '. The successful candidate does not at present ordinarily reside within ` or `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within `, per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas. For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to , via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at 
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 Murtoa College staff, students and community are committed to the school values of: community, Inclusion, Respect and Integrity. 
Our key objectives at Murtoa College are: 
* To improve the learning growth of all students in all areas.
* To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
* To maintain a safe and respectful environment for the whole college community.
Murtoa College is a Foundation to Year 12 School of currently 253 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently the F-6 area has a total of 79 students. Classes are run at each year level in years 7-12 and in the senior years we offer the VCE, VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC). We also facilitate traineeships and assist students to find apprenticeships with local industries with the support of the onsite Head start Coordinator. 
Our college draws students from the local area, Murtoa College also has students who travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).
The enrolment numbers have been stable, varying between 250 and 275 students in the last 10 years. Our feeder schools are Minyip Primary School,Rupanyup Primary School and Our Lady Help of Christians School. We also have a number of families in Horsham who choose to send their children to Murtoa College to provide their education in a rural setting with smaller class sizes. Murtoa College works in collaboration with these rural primary schools through the Dunmunkle Cluster where we network, share resources and support an extensive transition program. 
The college has EFT teaching staff plus 12. 75 EFT education support staff working across administration, classroom support and maintenance. Murtoa College has a beautiful Groodle named Rosie who is a therapy dog who is used to support the wellbeing of students and staff. 

At Murtoa College we have a deep commitment to facilitate a meaningful wellbeing program for all students and families. We have a dedicated team running our Breakfast Club and Outside School Hours Care program for our community. 

Murtoa College seeks to ensure our students' learning works in concert with their home and community. Ours is a school that understands education occurs within and beyond the school gate, through both teaching staff and drawing upon the wisdom and experience of local community members. This community focus exposes our students to our core values including that relationships matter above all else. 
Graduates are welcome to apply, and accommodation support can be considered.