Department of Education Victoria – Red Hill VIC

8d ago , from Department of Education & Training Victoria

Located in a picturesque setting near Arthurs Seat on the Mornington Peninsula, Red Hill Consolidated is a school committed to providing high quality, contemporary education. The school has an enrolment of approximately 460students in 2026. Red Hill Consolidated School provides a progressive and dynamic teaching and learning environment through a shared pedagogical approach and a commitment to the development of all students. Red Hill is above all else an authentic learning community.Red Hill Consolidated School provides a safe, happy and healthy environment in which all children can achieve their potential. Our educational philosophy operates under the belief that all students have a right to learn. We believe that all students can learn, surprise and amaze us with their understandings. We achieve this by providing a program that values creativity, appreciates diversity and provides challenge within a personalised and differentiated context.Our broad range of academic and social programs is taught with inquiry as the lead pedagogical approach. Teachers provide learning experiences within a context ensuring that understandings are meaningful, engaging and relevant for all students. Students develop a high-quality skills base that supports their learning growth and prepares them for the challenges of the future. Our strong culture of health and wellbeing is built on a foundation that values relationships and builds capacity in students allowing them to become resilient individuals with a strong sense of self-worth.Red Hill Consolidated School prides itself on being welcoming and friendly; the school community is viewed as an extension of the school family. The robust community at Red Hill Consolidated School is enhanced by the broad reach of our student population. The Red Hill Consolidated community draws from surrounding areas including Flinders, Main Ridge, Merricks, Merricks Nth, Point Leo & Shoreham. Many of our students are transported to the school via bus services. The parent body, including the School Council and local community show a great deal of positive support towards the school and its wide range of activities.The school has extensive facilities and excellent grounds. The buildings are a unique design and are being developed to cater for the evolving learning needs of our students. The grounds include attractive gardens, an oval, engaging play spaces, an 18 metre swimming pool, kitchen garden andan outdoor learning centre. The school has a large hall, a BER stadium, a discovery centre, art facilities, music room, science laboratory, conference room and a vast array of mobile technology.At Red Hill Consolidated School we are committed to providing a Contemporary Learning Experience for all students. Pedagogical features of this experience include: a learning environment that is student centred and involves learning through social interaction and context.transparent and articulated learning goals and intentions. classroom and school wide learning agreements. teachers learning with and alongside students in partnership with shared assessment and co-developed expectations. technology rich learning experiences. students being actively engaged in and reflecting upon experiences. students learning by building on what they already know. students developing higher-order thinking through guidance at critical points in the learning process. recognition that students have different ways of learning. cognitively appropriate forms of instruction.The school's vision is aligned with its motto: To strive for and hold to the best.

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.

SC6 Demonstrated capacity to implement a high quality, contemporary educational program using an inquiry based pedagogy within a primary school learning environment.

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.

- 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

- 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.

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) 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 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:

Other Information

- 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

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 2024, 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 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 program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

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📌 Classroom Teacher (Brisbane City)
🏢 Department of Education Victoria
📍 Brisbane City