Job Description

Legal Studies and VM Personal Development

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Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's positive learning culture. All students are encouraged to achieve their personal best while developing an awareness of the community around them and building positive, respectful relationships.

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We maintain high expectations for both staff and students. We place equal importance on learning and wellbeing, creating calm, safe and rigorous learning environments where students feel connected, supported and inspired to succeed.

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At the beginning of 2026, CSC initiated a new Year Level and Sub-School Model designed to strengthen student connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each supported by a dedicated Sub-School Leader and Year Level Leaders:

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- Junior Sub-School: Year 7
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- Middle Sub-School: Years 8-9
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- Senior Sub-School: Year 12
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This structure ensures every student is known, valued and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.

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The model is already achieving strong results. Our excellent 2026 NAPLAN results, including significant growth in literacy and numeracy, demonstrate the impact of our continued focus on high-quality teaching and learning. This progress is complemented by strong growth across all wellbeing measures in the 2026 Attitudes to School Survey, reflecting increased student connection, engagement and confidence in their school experience.

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Five key frameworks underpin our vision for high-quality teaching and learning:

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- Literacy
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- Numeracy
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Our SWIM provides clarity and consistency for staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.

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The BSEM underpins our relational and wellbeing approach, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to support learning environments that are calm, predictable and rigorous.

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Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety and engagement across the school.

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Enhancing literacy and numeracy remains a central priority at CSC. Strong foundational skills empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.

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Castlemaine Secondary College continues to invest in high-quality teaching, strong wellbeing support and learning environments that reflect our values of Aspiration, Respect and Empathy.

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Location Profile

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Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's positive learning culture. All students are encouraged to achieve their personal best while developing an awareness of the community around them and building positive, respectful relationships.

n

We maintain high expectations for both staff and students. We place equal importance on learning and wellbeing, creating calm, secure and rigorous learning environments where students feel connected, supported and inspired to succeed.

n

At the beginning of 2026, CSC initiated a new Year Level and Sub-School Model designed to strengthen student connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each supported by a dedicated Sub-School Leader and Year Level Leaders:

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- Junior Sub-School: Year 7
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- Middle Sub-School: Years 8-9
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- Upper Sub-School: Years 10-11
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- Senior Sub-School: Year 12
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This structure ensures every student is known, valued and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.

n

The model is already achieving strong results. Our excellent 2026 NAPLAN results, including significant growth in literacy and numeracy, demonstrate the impact of our continued focus on high-quality teaching and learning. This progress is complemented by strong growth across all wellbeing measures in the 2026 Attitudes to School Survey, reflecting increased student connection, engagement and confidence in their school experience.

n

Five key frameworks underpin our vision for high-quality teaching and learning:

n

n
- Literacy
n
- Numeracy
n

n

Our SWIM provides clarity and consistency for staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.

n

The BSEM underpins our relational and wellbeing approach, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to support learning environments that are calm, predictable and rigorous.

n

Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety and engagement across the school.

n

Enhancing literacy and numeracy remains a central priority at CSC. Strong foundational skills empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.

n

Castlemaine Secondary College continues to invest in high-quality teaching, strong wellbeing support and learning environments that reflect our values of Aspiration, Respect and Empathy.

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Selection Criteria

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SC1Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

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SC2Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

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SC3Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

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SC4Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

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SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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Role

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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.

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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.

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Range 2 classroom teachers will be expected to:

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- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
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- 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
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- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
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- Supervise and train one or more student teachers
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- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
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Responsibilities

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The role of classroom teacher may include but is not limited to:

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- Direct teaching of groups of students and individual students;
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- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
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- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
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- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
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- Undertaking other non-teaching supervisory duties.
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Who May Apply

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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.

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Diversity and Inclusion

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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).

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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

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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.

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Child Safe Standards

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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:

📌 Legal Studies and VM Personal Development (Maldon)
🏢 Government schools
📍 Maldon