Classroom Teacher Range 2 with potential for Learning Specialist Higher Duties
Department of Education Victoria – Point Cook VIC
22h ago , from Department of Education & Training Victoria
Featherbrook P - 9 Collegeis located in Point Cook, adjacent to the Featherbrook Community Centre.
The schoolopened in term 1, ****which wasconstructed through a Public Private Partnership which supports an optimal learning setting as well as enriched curriculum programs.
The school also includes a Community Hub which includes the provision of an outside school hours program managed by the YMCA and facilities which will support other community programs for local community groups.
The facilities have been designed to:
Provide contemporary learning spaces that facilitate anexplicit teaching and responsive model ensuring optimal learning for all students.
Promote inclusion, access and equity for all learners;
Promote environmental sustainability principles;
Support a sense of community and belonging within the school and wider community.
A Contemporary Education
The school offers a progressive approach to educating students from Prep - Year 9.
The school leadership team and teachersare purposeful in providing optimal learning experiences for each and every student and as such, provide all students with learning that is personalised and evidence-based.
Our students enjoy andare engaged in a broad and differentiated curriculum promoting creativity, resilience and a growth mindset drawing on their sense of curiosity.
STEM, Visual Arts, Performing Arts, Camps, Sports and Physical Education provide students with diverse learning opportunities.
As a State Government school, our teachers draw from the best available education resources, knowledge and expertise from across the state education system.
Featherbrook P - 9 College delivers the mandated Victorian Curriculum and learning takes place in an environment that is conducive to preparing children for a complex world that demands heightened interpersonal skills, critical thinking and problem- solving skills, plus strong literacy and numeracy skills.
Our students learn and excel in learning spaces that support and inform responsive and innovative learning and teaching.
Our programs areenriched through our partnership with the YMCA eg student leadership and camping programs.
Professionalism, instructional capacity and accountability of our teachersis foundational to the education our students receive.
Teacher quality is crucial for optimal student achievement and so our energiesare strategically directed towards coaching and capacity building of our teaching staff.
High expectations of our students underpin rich learning and challenges provided for all students as they are supported to achieve and thrive.
The followingare enablers of Featherbrook College's education provision:
Collaboration and knowledge sharing
High expectations for self and others
Respect, inclusiveness and trust
Safe and secure learning environment.
Selection Criteria
SC1 Demonstrated 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.
SC2 Demonstrated 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.
SC3 Demonstrated 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.
SC4 Demonstrated 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.
SC5 Demonstrated 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.
SC6 ( school specific) Demonstrated capacity to lead equitable provision and inclusive practices through the use of learning data to identify student need and implement responsive support through an MTSS framework.
SC7 ( school specific) Demonstrated capacity to lead student engagement and attendance through exemplary positive classroom management, consistent processes and responsive partnerships with families.
Role
The Year Level Leader is a highly skilled teacher and middle leader who leads improvements in student learning, engagement, wellbeing and inclusion, ensuring an equitable learning experience for all students.
Working collaboratively with the college leadership, teachers, wellbeing staff and families, they promote a positive year-level culture and consistent behaviour expectations.
While maintaining a strong classroom teaching focus, the Year Level Leader monitors student progress, coordinates individual adjustments and targeted interventions, leads the Personal Learning and Careers program, and builds staff capacity through modelling and shared practice.
They provide timely communication and reporting to stakeholders, ensuring every student is supported and challenged to achieve their personal best.
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.
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.
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 Safe Standards
Victorian government schools are child protected 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:
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
No job description available
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 atRecruitment in Schools.
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📌 Classroom Teacher Range 2 With Potential For Learning Specialist Higher Duties (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne