Department of Education Victoria – Brunswick West VIC
7d ago , from Department of Education & Training Victoria
The Learning Spaces are two annexes of Sydney Road Community School, located in Brunswick West and Coburg, that offer a short-term re-engagement program to support years 7 to 10 students to engage successfully with their NWVR Government secondary schools.
The SRCS Learning Spaces Re-engagement program (srcslearningspaces.vic.edu.au) currently runs in three thirteen-school-week cycles across the calendar year, with each trimester encompassing a school holiday period.
The program consists of three phases; Induction, Intensive, and Re-engagement.
During the two-week Induction Phase, Learning Spaces Teachers and Youth Workers visit local designated school or base schools to gather information about students via professional interactions with relevant staff, formal pre-program student assessments, and complete classroom observations.
Students then attend one of the Learning Spaces full-time for the eight-week Intensive Phase, during which predominantly Tier 1 and 2 interventions are undertaken within a designated school-like environment to address specific barriers to engagement and success in areas such as behavioural, academic, social, and emotional difficulties.
Upon completion of the Intensive Phase, students return to their base schools for the three-week re-engagement Phase, wherein Learning Spaces teachers facilitate re-engagement meetings where they report student outcomes from their placement; outline successful strategies; and negotiate a set of interventions with base school leadership.
They then conduct classroom observations focused on the agreed interventions and offer support to base school staff in implementing the interventions and meeting the needs of returning students more generally.
Selection Criteria
SC1Demonstrated 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.
SC2Demonstrated 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.
SC3Demonstrated 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.
SC4Demonstrated 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.
SC5Demonstrated 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.
SC6Demonstrated experience in managing complex behaviours and responding to or implementing a trauma informed approach to support student growth and engagement.
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.
Role
Due to the varying levels of academic success of students referred to the Learning Spaces Re engagement Program, english teachers will be able to differentiate aspects of the 7-10 English Victorian Curriculum.
The successful applicant will be able to develop and implement a strength based approach to teaching english, incorporating foundational skills as well as scope and sequence in a short term program with the flexibility to reflect on and adjust their practice in response to diverse cohorts and individual students progress.
They will also be confident to report on individuals progress, highlighting key strategies to support growth, and how these recommendations and adjustments can be replicated in the student's referring school when they transition back.
Humanities experience is preferred, however not essential.
A key aspect of this role is working and communicating with Designated Neighborhood schools teachers and school leaders, and thus the successful applicant will have a
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.
Responsibilities
develop and deliver English curriculum 7-10
Be familiar with or willing to learn the Health/Humanities curriculum 7-10
administer and analyse learning data collection to inform targeted teaching interventions
build and maintain rapport with students, parents, and school staff from referring schools
attend referring schools to make classroom observation and discuss students individual needs




maintain clear and concise documentation of observations, student case notes, and attendance data
develop and present student reports including best practice teaching and learning strategies
work with Local Designated schools in an outreach capacity to support the re-engagement process
work within a small team to evaluate and improve the Learning Spaces program
develop and deliver PD for staff internally
uphold the school values and DET values in working with young people in an educational setting
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) ******
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 Protected 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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📌 Teacher Learning Spaces Literacy / Education (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne