Job Description

Classroom Teacher - VCE VM Numeracy/VCE Mathematics

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.

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.

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 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, 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.

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 career 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*******@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

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📌 Classroom Teacher - Vce Vm Numeracy/Vce Mathematics (Bendigo)
🏢 Department of Education & Training, Victoria
📍 Bendigo