Ongoing English Classroom Teacher

Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1456025
Location ProfileSunshine College operates as a two site multi-campus school in North and West Sunshine with responsibility for serving the educational needs of around 1000 young people, employing approximately 140 staff. We are currently entering an exciting renewal phase in our teaching and learning practices and physical structure, including the opening of new facilities.
The Sunshine community is wonderfully diverse, with a strong sense of pride and identity.
Our college reflects this diversity with a wide range of teaching & learning programs across both campuses. Our successful mainstream programs are augmented by the curriculum delivered at Harvester Technical College, located adjacent to the North Campus of Sunshine College. The Harvester Technical College provides innovative best practice approaches in vocational education based around applied learning. We have developed strong links with major industries and business partners, guiding the curriculum development and building relationships to support outcomes for students. Teachers at the HTC operate in a team environment, integrating curriculum around learning projects for a dynamic year 10-12 student cohort.
Teachers across both 7-12 campuses of Sunshine College are expected to be creative with new and innovative approaches to teaching and learning, understanding that students learn best through discovery, research & development processes, especially when this learning is linked to applied situations.
A major and exciting challenge for us is to become one of the leading schools in Victoria in addressing literacy issues. Students in Years 7 to 11 are involved in the SunLit program, receiving structured literacy lessons throughout the week.
Maths staff are regular presenters at the Mathematics Association of Victoria Annual Conference and were acknowledged for their work in Numeracy by winning the Lindsay Thompson Award for Excellence in Education.
Each year our students achieve high ATAR scores and have won Premier's Awards and the VCE Achiever of the Year Award, placing them among the top elite students in Victoria. Our outcomes for students graduating from the HTC into apprenticeships, work, or further study are exceptional.
The College supports the broader community through community curriculum initiatives, largely coordinated in our pathway courses run at Years 7 to 10.
We are committed to maximizing learning outcomes and life opportunities for our students by providing high-quality learning experiences that empower them to continue to learn, adapt to changing circumstances, and create opportunities for themselves while valuing self, others, and their environment.
Our core school values focus on GROWTH, LEARNING, WELLBEING, and RELATIONSHIPS. These values guide our philosophy in educating and supporting our students and nurture our belief that all students can learn.
Staff work in supportive Focus Groups, team teach at times, and are committed to continual personal and professional growth, accepting new educational challenges as a natural part of their professional lives.
Staff at Sunshine College have developed a core plus instructional model that allows for domain-specific innovation and creativity but is underpinned by five core instructional practice principles:
Learning Intention articulated and reflected onReadiness for Learning determinedActivities that Target Individual Success deliveredQuality Feedback providedWe believe that our teaching staff are by far the most valuable resource of the school. We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.
The Victorian Auditor-General's Office tabled a report in the Victorian Parliament titled "The Effectiveness of Student Wellbeing Programs and Services." Sunshine College was chosen to discuss our programs with representatives of the VAGO, which have led to consecutive years of exemplary results within the Victorian Student Attitudinal Surveys.
Our performance and development culture is based on the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and campuses, and where self-reflection is critical to enhancing the craft of teaching.
Sunshine College promotes the safety, participation, and empowerment of all children, including those with a disability. Our culture is based on Collaboration, Aspiration, and Inclusion. Our College is culturally safe for indigenous children and those from culturally and linguistically diverse backgrounds. We encourage applications from indigenous peoples and from culturally and linguistically diverse backgrounds.
If this is a school you would like to be part of, I encourage you to formally apply for the position.
Applicants will need to hold valid tertiary qualifications and be able to meet Victorian Institute of Teacher registration requirements.
Please note Sunshine College reserves the right to contact colleagues other than those listed as referees.
Selection CriteriaSC1: 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.
RoleThe 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 to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience, their 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, 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 in defining 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 in expanding 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 in using 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 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 organization of co-curricular activities.
ResponsibilitiesThe 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 organizational 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 ApplyTeachers 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.
EEO AND OHS CommitmentApplicants 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability, and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognizes that the provision of family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe StandardsVictorian 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 safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
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:
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.VIT LANTITETo be eligible for employment, transfer, or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
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