Mobile Area Resource Centre (MARC) Program – Branxholme Cluster

Department of Education Victoria – Branxholme VIC

8d ago , from Department of Education & Training Victoria

Position: 0.6 FTE teacher – this is a shared position with a 0.4 FTE teacher

The Mobile Area Resource Centre (MARC) program brings a mobile library and engaging literacy lessons to small rural and regional schools. It broadens students’ access to quality books and educational resources, supports literacy development and encourages a love of reading.

Based at Branxholme Wallacedale Community School, the MARC teachers travel between the seven cluster schools in a dedicated library van. Students explore picture books, fiction and nonfiction through planned learning experiences aligned with the Victorian Curriculum F10.

The teachers work collaboratively with school staff to design and deliver lessons that complement classroom programs and respond to students’ varied ages, abilities and interests. The role combines teaching, managing the mobile library collection and building solid relationships across the cluster.

The program is guided by a committee comprising the base school principal, MARC teacher and participating school principals. Together, they establish shared priorities to ensure the service enriches learning and provides equitable access to resources.

This position offers an opportunity to work across welcoming school communities and make a meaningful contribution to students’ literacy, engagement and enjoyment of reading.

Program overview aligned with the Department of Education’s MARC policy. Policy and Advisory Library

Selection Criteria

SC1 – Curriculum knowledge and responsiveness to student needs

Demonstrated knowledge of the Victorian Curriculum F10,



with a strong focus on literacy and the ability to incorporate numeracy skills where relevant. Demonstrated ability to develop engaging literacy-based learning experiences using a diverse range of texts and educational resources, and to respond to the varied learning needs, abilities and interests of students in small rural schools and multi-age classrooms.

SC2 – Effective teaching and program delivery

Demonstrated experience in planning and implementing high impact teaching strategies informed by how students learn. Demonstrated ability to deliver a coherent MARC program across multiple schools, complement classroom teaching and foster students’ reading engagement. Demonstrated capacity to evaluate and adapt teaching programs to improve student learning growth.

SC3 – Assessment, feedback and evidence-informed practice

Demonstrated experience in monitoring and assessing student learning and using evidence to inform teaching and differentiation. Demonstrated ability to collaborate with classroom teachers to identify learning needs, monitor progress and provide meaningful feedback to students and contribute to communication with parents and carers about student learning growth and achievement.

SC4 – Communication, collaboration and organisation

Demonstrated interpersonal, communication and organisational skills,



including the ability to establish and maintain collaborative relationships across a cluster of schools. Demonstrated capacity to work with students, staff, principals, parents and carers to support student learning, agency, wellbeing and engagement. Demonstrated ability to coordinate service delivery and manage mobile library resources to provide equitable access and respond to shared cluster priorities.

SC5 – Professional values, reflection and ongoing learning

Demonstrated behaviours and attitudes consistent with Department values, including a commitment to inclusion and equitable educational opportunities for rural and regional students. Demonstrated ability to work independently and collaboratively, reflect on teaching practice and participate in professional learning within and across school communities to continually improve the quality and impact of the MARC program.

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

📌 Literacy (Branxholme)
🏢 Department of Education Victoria
📍 Branxholme