Mathematics Teacher

Chaffey Secondary College is in Mildura, Victoria, a large regional city on the Murray River, 545 km from Melbourne and 396 km from Adelaide. Direct commercial flights are available daily to Melbourne and Sydney. Located on the Murray River, Mildura offers everything you need without the hustle and bustle of the big cities, with a short flight to major metropolitan areas. School Profile Chaffey Secondary College was awarded a Silver Award for implementation of School Wide Positive Behaviour Supports (SWPBS) and has a student population of approximately 700 students in Years 7-10. The college is well‑resourced with MacBooks in all classrooms, an 180‑seat theatre, two‑court gymnasium, fitness training room, outdoor basketball courts, exercise circuits, ninja warrior challenge course, and a new synthetic surface including 6 tennis courts, a hockey pitch, and a synthetic volleyball court. The college has a farm used for horticulture immersion and hands‑on learning programs. Chaffey is a Musical Futures International Champion School and one of 35 accredited S.E.A.L. schools in Victoria—the only S.E.A.L. school in north‑west Victoria. Additional programs meet the learning needs of students with a disability, diverse backgrounds, academic extension, literacy and numeracy intervention. Vision and Values High expectations for all with a focus on: Excellence in Teaching and Learning Building Authentic and Respectful Relationships Creating Effective Community Partnerships The purpose of Chaffey Secondary College is to grow all of our young people academically, socially and emotionally, to be proud of themselves, the school, and the community in a safe and inclusive environment. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills and experience responding to student learning needs. SC2 Demonstrated experience in planning and implementing high impact teaching strategies, guided by how students learn, and evaluating their impact on student learning growth. SC3 Demonstrated experience in monitoring and assessing student learning, using data to inform teaching practice and providing feedback to students and parents. SC4 Demonstrated interpersonal and communication skills; experience establishing and maintaining collaborative relationships with students, parents, colleagues and the broader community to support learning, agency, wellbeing and engagement. SC5 Demonstrated behaviours and attitudes consistent with Department values; experience in reflecting on practice and engaging in professional learning to continually improve teaching quality. Role The classroom teacher classification comprises two salary ranges—Range 1 and Range 2. The primary focus is on the planning, preparation and teaching of programs to achieve specific student outcomes. Teachers engage in critical reflection and inquiry to improve their knowledge and skills for engaging students and improving learning. As teachers gain experience, their contributions to the school program beyond the classroom increase. Teachers may be required to undertake additional duties appropriate to their salary range, qualifications, training and experience. Classroom Teacher Range 2 Range 2 teachers play a significant role in improving student performance and educational outcomes, contributing to the development and implementation of school policies and priorities, and assisting with strategic plans. Key responsibilities include: Have the content knowledge and pedagogical practice to meet diverse student needs. Model exemplary classroom practice and mentor/coach other teachers. Provide expert advice on content, processes and strategies to shape professional learning. Supervise and train one or more student teachers. Assist staff in using student data to inform teaching practices toward target achievement. Classroom Teacher Range 1 Range 1 teachers focus on the delivery of well‑planned and high‑quality teaching, supported by structured guidance. They teach a range of subjects and classes, are accountable for effective delivery, and may supervise student teachers. They participate in the development of school policies and programs, assist in implementation of school priorities, and are expected to plan, teach and integrate curriculum, assessment and pedagogy across the school. They may also participate in policy development, project teams and co‑curriculum activities. Responsibilities Direct teaching of groups of students and individual students. Contributing to development, implementation and evaluation of a curriculum area or programme. 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 who have demonstrated experience in the specified curriculum area(s) may apply. Diversity and Inclusion The department is committed to diversity and inclusion and values diversity in culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The department provides reasonable adjustments for staff with disability. Additional support and advice are available for Aboriginal and/or Torres Strait Islander candidates via Koorie Outcomes Division. Applicants seeking part‑time employment may request a reduced time fraction, subject to operational requirements. Child Safe Standards Victorian government schools are child‑safe environments. Our schools promote safety and wellbeing and all staff are committed to protecting students from abuse or harm in accordance with legal obligations and the Child Safety Code of Conduct. The code is available at DE Values Employees commit to upholding the department’s values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. More information at Other Information Thank you for your interest in this vacancy. This position offers a School Based Financial Incentive of $10,000, paid upon commencement of employment. Applicants should include the following in one PDF document: Letter of introduction. Detailed CV including details of three current referees. A response to each key selection criterion. Daytime phone numbers are vital for interview scheduling. A copy of your current Victorian Institute of Teaching card will be required if successful. Conditions of Employment All staff have access to a range of employment conditions and working arrangements. Appointment is subject to a satisfactory pre‑employment conditions check. A probationary period may apply during the first year, with induction and support programs provided. Details on terms and conditions are available at Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching program on or after 1 January 2024, evidence of completion of a postgraduate level accredited initial teacher education program is required. A person who graduated from a Victorian ITE programme after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE). Other Notes Be careful – do not provide bank or credit card details when applying. Report any suspicious job advertisements. #J-18808-Ljbffr