Location Profile

Healesville High School is a small government secondary school for Year 7 to 12, uniquely positioned in the Yarra Valley, approximately 20kms northeast of Lilydale and 60kms from the Melbourne CBD.

The school opened in 1961 and has a current enrolment of 320 students. Most students are from Healesville and the surrounding rural communities. Approximately 50% of students use bus transport to and from school.

The bus network extends throughout the Yarra Valley and services Yarra Glen, Christmas Hills, Toolangi and Kinglake.

The school services the educational needs of students from a diverse range of socio-economic backgrounds, including many Koori students. Healesville High School has a strong community focus and is proud of its history in working with the local community. Healesville High School prides itself as a very caring and safe school where its students can grow and mature to be confident, articulate and focused young people.

The inclusion of The Talbot Room in 2016, which accommodates the educational needs of children with intellectual and physical disabilities or with significant learning difficulties, means they are now part of the fabric and ethos of the school where inclusivity is encouraged every day.

The philosophy of the Talbot Room is to support secondary students full-time in a classroom where each student has an individual education plan designed and implemented by the head specialist teacher. This gives students the opportunity to maximise their learning and to access all mainstream classes, programs, camps and extra-curricular activities.

The school has outstanding physical resources including a Performing Arts Centre, Language Centre and a Trade Training Centre (Building & Construction and Automotive). The masterplan for the whole site allows for neighbourhoods of learning that are specific to year levels as well as first class specialist facilities throughout. Excellent sporting and other school facilities including an indoor heated swimming pool, two stadia, gymnasium, music rooms, library, designated exam centre and art exhibition space are also onsite.

The jointly operated sporting and recreation facilities provide access for students both within and outside school hours. The school has close links with the community and supports programs that enhance opportunities for students.

Healesville High School has an extensive computer network including two computer labs, a Bring Your Own Device program and excellent computer resources that ensure all students have access to innovative and global learning experiences.

The curriculum is designed to provide both challenge and support, with extension opportunities available for capable students. Many learning experiences, beyond the classroom, are available for students- for example: instrumental music, school productions, representation in sports events, develop leadership skills and take part in various camps.

The school has an excellent VCE pass rate and an outstanding record of placing students in tertiary courses. A VCE VM program for Year 11 & 12 students is available, which works closely with the local community.

Healesville High School is a member of the Yarra Valley VET Cluster, which works cooperatively to offer a broad range of VET programs. All later years¿ students have managed individual pathways which ensure they have access to a full range of educational and vocational options.

The school¿s Trade Training Centre offers senior students the opportunity of completing Certificate II & III in Building and Construction, Automotive Mechanical and Vehicle Body Repairs.

The school¿s professional development program ensures that all staff are at the forefront of educational thinking and reforms and there is a genuine commitment to continually improve the standard of teaching and learning across all areas of the curriculum.

School Purpose

To provide engaging and dynamic learning experiences for all students within a caring school community that nurtures individuals and motivates them to reach their full academic and personal potential.

School Values

Healesville High School is guided by four core values. These values underpin the school¿s culture, inform expectations for behaviour, and support students to become active, respectful and contributing members of the wider community.

CommunityAct in a manner that makes others feel safe, supported and included

Seek opportunities to show kindness

Cooperate and share

Actively include othersOpportunityEmbrace the experiences offered both in and out of the classroom

Involve yourself in new experiences

Approach all tasks with optimism

Seek out chances to learn and grow RespectDemonstrate a thoughtful approach to the rights and feelings of others

Care for self, others and the environment

Listen to others, accept differing opinions and embrace diversity

Consider how your actions impact othersEndeavourPerform to the best of your ability in all aspects of school life

Give time and effort to all that you do

Seek and act on feedback

Persist when things are challenging

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 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 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 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 protected 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

Other Information

- 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

Please ensure that your application includes:

- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

📌 Classroom Teacher - Science & HPE (Healesville)
🏢 Department of Education Victoria
📍 Healesville