VET - Automotive Classroom Teacher (Classroom Teacher) (CEF-52)

VET - Automotive Classroom Teacher (Classroom Teacher) (CEF-52)

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

Berwick College began in 1977 as Berwick High School, with an enrolment of 113 students growing to an expected enrolment of 1700 in 2020. It has grown into a well-established and vibrant community where thousands of students, including second generations of families, have experienced their secondary education.

We are strongly focused on learning. The College was a finalist in two categories at the 2016 Victorian Education Excellence Awards and won the 2016 VCAL Teacher Achievement Award for Team Teaching. Our focus on improving the learning has produced some of the best VCE and VCAL results in the area.

Berwick College offers an impressive number of pathways including VCE, VCAL and VET.

Students receive significant counselling in choosing a pathway, which suits their level of ability and career aspirations. The High Achievers program from years 7 – 10 caters for gifted and talented students, while Applied Learning programs cater for students who wish to follow a more ‘hands-on’ pathway. We have a comprehensive sports program with excellent facilities including hockey pitches, tennis courts, netball courts, dance studio, and a stadium. We have a Basketball Academy for students from Years 7 to 11 aimed at providing an integrated academic pathway driven by young students sporting aspirations and a Dance Academy providing a pathway for Years 7 to 9 students to both VCE and VET dance and unique professional employment opportunities. We also have two bands and an instrumental music program.

Berwick College values its links with the local and wider community. It has a shared use agreement with the City of Casey for the Berwick Leisure Centre, Edwin Flack Oval and the athletics track. These facilities adjoin the college grounds. The College, in partnership with The Rotary Club of Berwick, holds two Presentation Balls each year. Our camps program has students going to destinations within Victoria, interstate or overseas.

Our focus is on gaining the best possible outcomes for our students. Although we are not a Select Entry school we contribute significantly to Nossal High School, as one of the highest contributors in the state. Most of our High Achieving students choose to remain with Berwick College, and we are very proud of the achievements of all of our students. Our academic achievements are particularly evident in the senior years, where both VCE and VCAL students perform admirably.

At Berwick College we aim to provide a learning community through…

EXCELLENCE IN LEARNING : Berwick College fosters the pursuit of knowledge and skills. We strive to do our best, we consider new ideas and encourage best practice, and we select our learning opportunities.

RICH AND VARIED PATHWAYS: Berwick College aims to prepare each person for diverse pathway choices and to make a successful transition into further education, training and employment.

POSITIVE RELATIONSHIPS : Berwick College uses democratic processes in its decision making and promotes social justice and equality of opportunity. We treat others with consideration and understanding, we are truthful and trustworthy, and we work with others.

PERSONAL GROWTH : Berwick College values the unique qualities of each person and accepts their worth as individuals. We meet our expectations, we are accountable for our actions and we work with effort, energy and persistence.

Our students are placed in one of eight Learning Teams in order to build strong relationships with the home and to personalise our processes. Each Learning Team has eight Home Groups lead by a Home Group teacher to ensure our students and families have a familiar staff member as their first contact. The best interests of our students is our guiding principle and we work closely with our families to get the best possible outcomes.


As students come to the end of their journey at Berwick College, we aim for them to:

1. Possess the life skills which enable them to face challenges with confidence, resilience, empathy and respect.

2. Be adaptable to change and embrace on continuous learning through problem solving, creativity and thinking critically.

3. Have a continuing sense of community, both locally and globally and an awareness of the importance of the environment.

Dedicated teachers, wellbeing staff, career guidance and transition programs ensure our students are well supported and well cared for throughout their school life.

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.


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.


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.

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