Location:
Loddon Mallee - Greater Bendigo
Reference:
*******
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.
Role
As the classroom teacher gains experience the employee¿s 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 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 pre-service 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, current 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.
Range 1 classroom teachers will be expected to:
plan and implement a range of teaching programs or courses of study
provide a child safe environment in accordance with the child safe standards
teach an area of the curriculum or a general curriculum to a year level
monitor, evaluate and report student progress in key learning areas
implement strategies to achieve targets related to student learning outcomes
maintain records of class attendance and recording student progress
implement effective student management consistent with the school¿s strategic plan, and
in their first year of teaching work with a mentor to participate in professional development planning, implementation and reflection and developing a professional portfolio
Additional responsibilities may include but are not limited to:
supervising a range of student activities including support and welfare programs, and
contributing to a range of co-curricular programs
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
provide a child safe environment in accordance with the child safe standards
model exemplary classroom practice and mentor or 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 pre-service teachers, and
assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved




Additional responsibilities may include but are not limited to:
managing and supervising a team of teachers in the planning, implementation and review of teaching and learning programs according to the school strategic plan¿s goals and priorities
leading the development of curriculum policies and programs
managing the supervision of pre service teachers
co-ordinating the development and implementation of curriculum in subject teams
managing a year level or learning area
managing a specialist function, such as sport, careers, student welfare, excursions or camps
developing and managing the school transition program as it relates to Pre-School to Year Prep and, or Year 10 to Year 11 transition and facilitating the associated orientation programs, and
assisting the principal, assistant principal and leading teachers with the performance of specific functions appropriate to the classification and role
All Classroom Teachers contribute to the successful operation of the college through sharing their expertise and undertaking duties across a range of areas consistent with their classification level.
The core responsibilities of this role are defined above and below.
Class and campus allotments are aligned to match teaching methods, experience and /or transferable skills and may be varied at the discretion of the Principal to meet subject demand and operational changes.
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.
All staff at Bendigo Senior Secondary College (BSSC) are expected to contribute to and uphold the following ways of working.
These expectations reflect how we work together to support our students, our colleagues and our college community, and are considered alongside role-specific responsibilities.
Value people
Build positive and respectful relationships.
Recognise and support the contribution of others while fostering inclusion, belonging and high expectations.
Build trust and collaboration
Work collaboratively across teams, portfolios and partnerships.
Communicate clearly, follow through on commitments and contribute to shared success.
Work with integrity and accountability
Demonstrate professionalism, consistency and sound judgement.
Meet agreed expectations and take responsibility for actions and outcomes.
Prioritise wellbeing and connection
Contribute to a culture of care, inclusion and belonging.
Maintain a student-centred and relational approach.
Promote learning and growth
Use evidence, feedback and reflection to inform and improve practice.
Engage in collaboration, professional learning and opportunities to build individual and collective capability.
Inspire purpose and optimism
Take initiative to improve practice, culture and outcomes.
Focus on solutions, innovation and continuous improvement while contributing to a culture where students and staff can thrive.
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 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:
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.
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).
Bendigo Senior Secondary College (BSSC)
is a Year 11 and 12 school located in one of Victoria's strongest and fastest growing regional areas.
With an enrolment of approx.
**** students, we are the largest provider of the Victorian Certificate of Education (VCE), VCE Vocational Major (VCE VM) and Vocational Education and Training (VET) delivered in schools in the state.
Our ROLE at BSSC is to empower learners for individual, community and global leadership, underpinned by the values of Respect, Optimism, Learning and Engagement.
We are proud of the significant role we play supporting young people from the Greater Bendigo community to access high quality education programs, tailored to meet the individual needs and pathway goals of every student.
BSSC is located within the Rosalind Park precinct in the centre of Bendigo and has enjoyed an unrivalled picturesque location on this site for more than a century.
The entire college site is on the Victorian Heritage Register.
Staff, students and the broader community value the history of the college, and the contribution it has made to the city and to state education.
The college provides an inclusive learning workplace which supports students to develop attributes and behaviours necessary to be respectful community members, independent and resourceful learners and to achieve success within and beyond school.
We foster a strong study culture with high expectations around student effective use of private study time in the various study spaces around the college.
Students are provided with free access to an extensive range of high quality learning support and exam revision opportunities.
Staff are committed to supporting the academic progress and wellbeing of students where strong, respectful relationships are the basis for all communication.
Students are encouraged to interact closely with their teachers and seek help at any time.
The college has a reputation for exemplary use of ICT and delivery of online learning.
Students have high level access to ICT and the college operates a Bring Your Own Device (BYOD) model where students provide their own laptop or other device to support their learning.
There is an emphasis on the use of blended delivery, which allows students to access digital curriculum resources to support the classroom instruction provided by teachers.
This is enhanced by access to digital content developed through the Victorian Virtual Learning Network, a BSSC initiative where the college provides VCE online to students in schools around the state in a range of VCE studies.
An online portal is available which allows parents to monitor attendance, work completion and achievement in real time and provides for the approval of absences.
Teachers upload key assessment outcomes and comments in a progressive reporting model.
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📌 Classroom Teacher - Vce Vm Numeracy/Vce Mathematics (Victoria)
🏢 Department of Education & Training, Victoria
📍 Victoria