2026 Classroom Teacher Italian + other method

2026 Classroom Teacher Italian + other method Department of Education Victoria – Melbourne VIC 15d ago , from Department of Education & Training Victoria Northcote High is a vibrant co‑educational school in the inner north of Melbourne. The school has a rich intellectual culture that promotes connection with the community and with learning. Northcote High is a proudly local school appreciated by its community with an enrolment of almost 1800 students and 150 staff. Our teachers explicit focus on classroom instruction, on building relationships and on knowing students as learners is fundamental to maintaining outstanding outcomes for students. We are focused on creating the conditions for success through a commitment to shared practice, reflective collegial work and implementing the schools agreed frameworks to support and extend all learners. Teachers as learners is an integral part of our vision and values, and we provide a comprehensive school led professional learning and enrichment program. The expertise and dedication of the staff is undoubtedly a strength of the school and our goal to be an employer of choice is supported by the range of development opportunities we seek for our staff. In 2026 the school will celebrate its centenary and being one of only a few public high schools to continuously offer an excellent secondary education throughout this time. We remain steadfastly focused on maintaining a tradition of academic excellence, whilst developing innovative teaching and learning programs to equip our students with the skills required for a changing future. Our vibrant co‑curricular programs provide valuable opportunities for students to learn, grow and build community in and beyond the school. International engagement is also a feature of the school. We celebrate a sister school program in China for over 20 years, and a vibrant international student program. Key documents for applicants such as our Teaching and Learning Framework, curriculum models, AIP and Strategic Plan can be viewed on our school website. For more information visit 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 programmes 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. SC6 Demonstrated capacity to provide innovative and differentiated curriculum and pedagogy that develops student agency. 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 2Range 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 1The 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 programmes 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 programme 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 safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: 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: 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Written Applications Applicants are free to structure applications in any manner they choose, but must ensure that the following are included: • A specific response to all of the Key Selection Criteria and position details. It is suggested that applicants limit their response to no more than 1 page (size 11) per criterion. • A Cover Letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted. • A CV with a summary of experience and qualifications. • The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria. Please note: The selection panel may contact referees other than those listed. The Selection Process will involve at least the following steps: 1. Shortlisting of applications 2. Interview process (applicants may be invited back for a second interview) 3. Referee checks (these may occur prior and/or after the interviews) Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant. On making a decision to appoint, a job offer will be made to the successful applicant. 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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 programme 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 programme 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 programmes in Australia: Standards and Procedures'; and a person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr