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 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 qualified 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 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.
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 ******
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 setting, in accordance with their legal obligations including child protected 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.
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';
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).
Nestled in the vibrant Southeast region of Victoria on Bunurong land, Cranbourne Secondary College is a single, co-educational 7-12 school located in the City of Casey.
The College has an enrolment of **** students with a similar number expected in ****.




The College supports an aspirant and diverse student and parent population.
Our unwavering commitment to our students is evident in the robust support they receive throughout their journey within and beyond our institution.
With a strong focus on academic and holistic well-being, we ensure that every student achieves their utmost potential.
We extend an open invitation to all potential candidates to explore our campus firsthand.
By visiting the College, you will have the opportunity to acquaint yourself with our modernised facilities, meet our key faculty members, and determine whether Cranbourne Secondary College aligns with your educational aspirations.
Your journey towards a promising future starts here.
Educ
ators at our college support our students to succeed and support their individual needs with:
An exceptional
Performing Arts Program
which includes musical, plays, talent shows, cultural festivals (our last 2 productions were written by our talented staff and our last musical was nominated for 14 awards, winning 1 award and winning 2 judges awards) The following clip includes snippets of our yearly talent show Show Up! ?
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A state-of-the-art
Sports Stadium
hosting our basketball academy program launching in **** in partnership with Casey Basketball.
An
Accelerated Learning program
that exposes students to enriching programs and extends learners.
A proactive and supportive approach to teaching behaviours ad fostering positive relationships through our
School Wide Positive Behaviour Support
(silver recognition) and Berry Street Education Model.
An engaging
Alumni program
that fosters a vibrant connection between former students and our College, as they return to our campus to collaborate with and ignite inspiration among our current student body.
See one of our career events by exploring this video: Cranbourne Secondary College Alumni Event .
Celebrated differences
where we recognise and celebrate individuality through key events resulting in students know that they are welcome, supported and always able to be themselves.
Dedicated activities that allow for staff and student interaction and festivities outside of the classroom.
For example, our Colour Carnival, sport days, lunch clubs to name a few.
Free onsite tutoring
available for students in all year levels afterschool.
A variety of evidence-based targeted intervention programs.
Student Voice and Agency opportunities such as SRC, Class Captains, MultiPride and Teach the Teacher program.
Senior Pathway choice
¿ our senior school program is designed from student choice and thus VCE subjects offerings are extensive.
Dedicated VET facilities
including a commercial kitchen, fitness room and engineering building and construction area.
We welcome our new staff by providing the following supports:
Ongoing staff induction
for all new staff where you receive support throughout the year.
All teaching staff are appointed their own buddy to support their acclimation to the college.
In addition to that, they are supported by our dedicated experienced mentor and Leading Teacher responsible for induction.
All graduate teachers are also allocated an individual mentor.
Intensive support for VIT
registration
for all graduate teachers from their mentor and Professional Learning Leader.
Teaching and learning programs developed by
staff collaboration
using
evidence-based practice
.
An active
Staff Association
with activities throughout the year promoting work-life balance.
Learning Specialists provide
ongoing support
in engaging with our teaching and learning program and instructional model as we implement the
Victorian Teaching and Learning Model 2.0
.
Ongoing professional development and support.
Access to the Sports Stadium
gym with state-of-the art weight room
outside of work hours.
Growth and leadership opportunities.
We welcome all prospective applicants who share our College values to join our team:
Learning
Curiosity drives students to engage with broad ranging learning opportunities as explorers, thinkers, collaborators, communicators, problem solvers and evaluators.
Our culture of excellence promotes the personal growth and creative expression that emerges as learners develop a deep understanding of themselves, others and the world.
Care
Nurturing, respectful relationships are at the heart of our care network because we want everyone to be known, feel connected and valued, reach their potential and thrive.
Community
We are strengthened by the connection, belonging and diversity that characterises our inclusive learning community.
It galvanises our journey of understanding, support and celebration together, and is warmly extended to our alumni, and our local tertiary and industry partners.
Contribution
Encouragement to learn and grow for the purpose of making a unique contribution in their time and place inspires our students to be and give their best.
The reward is personal and collective fulfilment and joy.
Applications close Tuesday 13 October **** at *****pm
#J-*****-Ljbffr

📌 Accounting (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne