English Psychology Teacher

Location Profile St Arnaud Secondary College is a school where teaching and learning and student outcomes are improving and enrolments are increasing.
Staff are supported and encouraged to try proven and new approaches to teaching in generally small classes.
Staff are given flexibility to expand their skills in more than one key learning area through mixed Professional Learning Communities.
Leadership opportunities are available so staff can quickly gain knowledge and experience of whole school operations.
Staff work together closely, providing everyone with opportunities to contribute to a wide range of programs.
We are currently looking for one or two staff members to complete our team for 2025.
We can offer flexibility in subjects taught and also in time fraction.
St. Arnaud Secondary College is located in the township of St. Arnaud, which is situated on the edge of the Wimmera Mallee.
The College is part of a cluster of schools of similar size and the closest regional centres are Horsham and Bendigo, 100km to the west and east respectively and is 240km north west of Melbourne.
St. Arnaud is fortunate to have retained natural bushland which surrounds the township.
The school enrolment has been increasing over the last four years and in 2025 we are expecting 163 students.
It boasts an extremely pleasant physical environment, dominated by the original heritage structure which has been converted into predominantly administration facilities.
Over the last three years a $10M building program has been undertaken providing state of the art facilities which are now in use.
Other structures include an open plan learning area, an arts wing, a technology wing and a mud brick ceramics room.
We have a fabulous science and library wing and a cover for our outdoor basketball court creating a multi-purpose all weather space.
Despite a dry environment, the award-winning St. Arnaud SC gardens are a delight to the eye.
In 2025 the College will be staffed by a Principal, Assistant Principal and three leading teachers for a total of 29 staff.
Despite being a small school, St Arnaud has retained its ability to provide curriculum breadth at the VCE level to cater for academic students as well as ensuring the availability of VET and Vocational major pathways.
Students have shown academic growth above state level from years 7 to 9.
Curriculum enrichment is something that is highly valued at St. Arnaud SC.
The College boasts a music program where all students have access to a free instrumental music program.
Sport is highly valued at the College and every opportunity is taken to provide students with pathways to reach a higher level in a wide variety of sports.
Importantly health and wellbeing of students and staff is highly valued and promoted at St. Arnaud SC.
Currently the College has a School Nurse who attends two days a week.
The College has been fortunate to receive a school doctor who will attend the College one day per week since starting in 2018.
Whilst these additions are valued, the Year Level Coordinators take the responsibility of student wellbeing seriously.
The College has implemented a Pastoral Care Program that has been well received by students which focuses on The Resilience Project and Berry Street practices.
A re-engagement program including Hands On Learning has been introduced for identified students in years 7-8 with very positive results and feedback from students and the community.
In 2024 this was extended into a Year 9/10 Pathways program.
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 2Range 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 1The 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-curricular 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.
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: 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.

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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