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 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 qualified 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

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 (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 secure 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 secure standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

https://www2.education.vic.gov.au/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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 at Recruitment in Schools.

Location Profile

The Centre for Higher Education Studies (CHES) is a vibrant centre-of-excellence for high-ability secondary students from government schools across Victoria. From 2027, CHES will deliver full-day English and mathematics masterclasses for high-ability Year 7 and 8 students from Victorian government schools. These will extend learning from the Victorian High-Ability Program (VHAP), providing intellectual challenge and opportunities to collaborate and connect with high-ability peers.

This position offers an outstanding English teacher the opportunity to help establish the initiative by developing curriculum and delivering approximately 17 masterclass days throughout the year. Each day will typically involve around 30 students from several schools and will usually be team taught with another CHES teacher. Masterclasses will take place at CHES in South Yarra and at regional locations across Victoria, with approximately eight regional outreach days annually. A team of CHES staff will attend each outreach day, and the school will cover required travel and accommodation.

Working under the guidance of the CHES leadership team and our Masterclass Leader, the teacher will also contribute to resources and professional learning that support schools to deliver their own masterclasses from 2028. CHES will provide induction and ongoing professional learning,



with the role expected to transition to secondary VHAP course delivery from 2028.

CHES also offers specialist VCE subjects and Year 10 enrichment electives. Applicants should be able, or willing to learn, to also teach VCE English Language, with the potential to contribute to our Lingo Lab enrichment elective. Expertise in our other VCE subjects would also be welcomed.

Key responsibilities

- Develop challenging English masterclass curriculum and resources that extend Year 7 and 8 VHAP learning, aligned with Victorian Curriculum 2.0 and the Victorian Teaching and Learning Model 2.0.
- Plan and deliver full-day masterclasses at CHES and regional venues, under the guidance of the CHES leadership team and masterclass leader.
- Apply strong English curriculum knowledge and effective teaching approaches for high-ability students, promoting critical and creative thinking, interpretation, communication and collaboration.
- Collaborate with CHES colleagues and the Department of Education to develop resources that schools can use to deliver their own masterclasses.
- Contribute to professional learning for High Ability Practice Leaders, modelling effective practice and supporting their capacity to lead English masterclasses from 2028.
- Use student learning evidence and feedback to refine the program, and contribute to preparations for CHES delivery of secondary VHAP from 2028.
- Participate in the planning and delivery of the wider CHES teaching and learning program (VCE and Enrichment Electives).

About CHES

The Centre for Higher Education Studies (CHES) commenced programs in 2023 as a purpose-built, co-educational school supporting high-achieving and high-ability students to extend their learning.

Students attend CHES part-time while remaining enrolled at government secondary schools across Victoria. They typically study one or two subjects with us, completing the remainder of their program at their base school. Our hybrid approach enables students to participate on-site and online, with approximately 20% joining us from rural and regional Victoria.

In 2027, we anticipate enrolling 350 to 400 VCE students and approximately 300 Year 10 Enrichment Elective students.

Our curriculum

At CHES, we specialise in six VCE subjects:

- English Language, Units 1-4
- Algorithmics, Units 3 and 4
- Extended Investigation, Units 3 and 4
- Specialist Mathematics, Units 1-4
- Classical Studies, Units 1-4
- Philosophy, Units 1-4

Our Year 10 Enrichment Electives introduce students to these and related fields through approximately one hour of learning each week:

- Critical Thinking for Creative Minds
- Research Matters
- Lingolab: Unveiling the Wonders of Real-World Language
- Introduction to Algorithmics
- Mathematical Investigations
- Planet Under Pressure: Introduction to Environmental Science
- Conflict, Power and Dignity: Introduction to Classical Studies

The capacity to teach one or more of these subjects, or a willingness to learn to teach them, is important.

Through our university partnerships, we also support students across Victoria to undertake around 30 first-year university courses as accredited Higher Education Studies (HES). These courses are taught and assessed by university academics and tutors.

Students undertaking HES or VCE subjects also have access to enrichment opportunities, including seminars, masterclasses and connections with universities and industry leaders.

Teaching and working at CHES

All CHES teaching staff contribute to high-quality teaching and actively support students¿ wellbeing, engagement and academic progress. New teachers receive substantial professional learning and support on appointment.

Our values --Reach, Connect, Understand and Think Ahead --underpin a collegial, collaborative culture and strong relationships with partner schools and universities.

CHES also leads professional learning for teachers across Victoria on meeting the needs of high-ability students.

Our learning environment

Located at 669 Chapel Street, South Yarra, our award-winning, four-storey facility includes contemporary classrooms, an auditorium for masterclasses and seminars, university-standard science laboratories, small-group tutorial rooms, a professional learning space, comfortable staff workspaces and a rooftop terrace.

These spaces support our hy-flex approach, enabling teachers to engage students on-site and online simultaneously. Students across Victoria can participate in live lessons, discussion and collaboration, supported by our learning management system, comprehensive orientation programs, and enrichment opportunities.

Scheduling and flexible working arrangements

Most lessons take place during the regular school day. To maximise access for students from different schools, each VCE subject also includes a weekly 90-minute live lesson from 4.30 to 6.00 pm. Each Year 10 Enrichment Elective includes a weekly 60-minute live lesson from 3.45 to 4.45 pm. On days when teachers teach a lesson finishing at 6.00 pm, which is typically two days per week, their working hours are 10.00 am¿6.00 pm.

Additional flexible working arrangements, including part-time work and opportunities to work from home for up to one day per week, are available through discussion and negotiation with the principal.

Location and access

CHES is centrally located in South Yarra, with convenient access to several public transport options. As with many inner-city vertical schools, there is no on-site staff parking.

Further information

To discuss the role or arrange a visit, please contact Stewart Milner, Principal:

Email: **************@education.vic.gov.au
Phone: 0411 615 *** or 03 9063 1***
Website: ches.vic.edu.au

📌 Classroom Teacher - English Masterclasses for High-Ability Students (Melbourne)
🏢 Government schools
📍 Melbourne