Physical Education (Prep - Year 12) Classroom Teacher

Department of Education Victoria – Craigieburn VIC

1d ago , from Department of Education & Training Victoria

Mount Ridley P-12 College was founded in 2009 and is located in the City of Hume, one of Melbourne's rapid growth corridors. Situated on an 11 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College includes provision for both primary and secondary students and will have an enrolment figure of approximately 2850 students across the whole College in 2024. The current College's Student Family Occupation (SFO) index is 0.6 whilst our Student Family Occupation and Education (SFOE) index is 0.5. Although these figures indicate a high level of family social disadvantage, increased funding levels provided by the Education Department aim to assist with raising the educational outcomes of our students.

The College offers curriculum provision and facilities for students in Prep to Year 12 governed by a single School Council. It incorporates an innovative and flexible design to meet new and changing pedagogical approaches to State education. Located adjacent to the Maternal and Child Health Service developed by the Hume City Council, the College works closely with the Craigieburn Child and Family Centre in integrating learning and teaching programs so as to achieve a seamless transition into primary school. Adjoining recreation facilities established by the Hume City Council, Stockland, the AFL and the Calder Cannons Football Club are also providing opportunities for shared ventures. The College has developed a Community Garden project which is focussed on providing students of all ages with the opportunity of learning, applying and sharing practical sustainability and healthy living skills.

The College has four Mini Schools:

- Early Years (Prep - Year 4);
- Junior Years (Years 5 - 7);
- Middle Years (Years 8 and 9); and
- Senior Years (Years 10 - 12).

An extensive senior leadership team structure consisting of Principal Class members, Leading Teachers and Learning Specialists, assisted by Administration Staff, supports students, staff and families in each Mini School.

Mount Ridley College was founded in 2009 and is located in the City of Hume, one of Melbourne's rapid growth corridors. Situated on an 11 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College includes provision for both primary and secondary students and will have an enrolment figure of approximately 2850 students across the whole College in 2024. The current College's Student Family Occupation (SFO) index is 0.6 whilst our Student Family Occupation and Education (SFOE) index is 0.5. Although these figures indicate a high level of family social disadvantage, increased funding levels provided by the Education Department aim to assist with raising the educational outcomes of our students.

Mount Ridley College offers a comprehensive range of facilities including separate music spaces, multi‑purpose rooms, gymnasiums, a synthetic grassed futsal playing field, undercover hard‑court, four synthetic surfaced basketball courts, a grassed football/rugby oval, a variety of hard‑courts and a synthetic surfaced combined running track and soccer field. In recent years, a strength and conditioning gym and ice baths have added state‑of‑the‑art facilities for student health and fitness goals.

Our Performing Arts centre boasts a music studio, instrumental music learning pods, drama rooms, an exhibition gallery and stage areas. In 2024 a new 300 seat Theatre and additional performing arts spaces were completed as part of a joint funding project with the Department of Education.

The DICE Centre houses classrooms and external courtyard areas for student projects using paint, clay, wood, metal and fabric. Senior student art studios, science laboratories, mini theatres, exhibition areas and computer labs complete the facility.

The Main Administration building contains a cafeteria, conference facility, and a 120 seat tiered auditorium. State‑of‑the‑art hospitality and food technology kitchen classrooms link directly into the cafeteria’s commercial kitchen.

The Student Services and Counselling facility Berkshire provides a range of specialist services including medical doctors, psychologists, speech pathologists, youth workers, and more. A case management system delivers individualized support for students experiencing wellbeing issues.

The Prep‑to‑Year‑12 nature of the College offers comprehensive curriculum and transition programmes that support each student’s social, emotional, cultural and academic development, fostering life‑long learning and community engagement.

Selected entry programmes such as ACED (Acceleration, Challenge, Enrichment, Discovery) and the Elite Sports Program (ESP) cater for capable and committed students. A Middle Years High Achievers Class and VCE High Achievers Club (MHAC) provide avenues for academic excellence and support for students with special needs, EAL, and other targeted interventions.

The College encourages flexible work and diversity across all schools and Department workplaces, provides reasonable adjustments for staff with disability, and promotes a safe, respectful,



inclusive workplace for all.

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 programmes 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 programmes 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 programme 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 programmes 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 programme 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.

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 (see Workplace 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) via*******@education.vic.gov.au

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 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 workplace, 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: pal/child-safe-standards/policy

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: pal/values-department-vps-school-employees/overview

Other Information

Applicants are encouraged to refer to our Staff Code of Practice which is located on our website.

Applications should include:

- a cover sheet providing your name, home address, telephone contact details and whichever is applicable, VIT or Working With Children Check registration number;
- a specific response to the selection criteria with regard to the position advertised;
- a summary of experience and qualifications; and
- the contact details (names, telephone numbers and email addresses) of three referees who can provide information regarding your application in relation to the key selection criteria. Please note that referees other than those nominated may also be contacted. Consistent with policy guidelines, should this occur, you will be advised.

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 programmes 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 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme 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 programmes in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 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 programme 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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📌 Physical Education (Prep - Year 12) Classroom Teacher (Hume City)
🏢 Department of Education Victoria
📍 Hume City