Humanities Teacher

Location Profile Chaffey Secondary College is in Mildura Victoria, which is 545 kilometres from Melbourne and 396 kilometres from Adelaide. Direct commercial flights are available daily to Melbourne and Sydney. Located on the Murray River, Mildura is a large regional city providing everything you need without the hustle and bustle of the big cities, which are only a short flight away. Welcome to the Tropical North Victoria Information about the college is available via Chaffey Secondary College website or our Facebook page or Instagram. School Profile Chaffey Secondary College is a well‑resourced school with outstanding facilities, including MacBooks in all classrooms, a 180‑seat theatre for bi‑annual productions, a two‑court gymnasium, fitness training room, outdoor basketball courts, exercise circuits, a ninja warrior challenge course, six tennis courts, a hockey pitch, and a synthetic outdoor volleyball court. The college also has a farm used to host the Northern Mallee Horticulture Immersion Program and Hands on Learning Program. Chaffey Secondary College is a Musical Futures International Champion School and one of 35 accredited S.E.A.L. (Select Entry Accelerated Learning) schools in Victoria, the only S.E.A.L. school in north‑west Victoria. Additional programs meet learning needs of students with a disability, students from diverse backgrounds, students requiring academic extension, and students requiring literacy and numeracy intervention. Vision and Values The Vision for Chaffey Secondary College is: High Expectations for all with a focus on: Excellence in Teaching and Learning Building Authentic and Respectful Relationships Creating Effective Community Partnerships This is driven by our purpose statement: “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.” Chaffey has been awarded a Silver Award for implementation of School Wide Positive Behaviour Supports (SWPBS). This work has driven our Attitudes to School Survey data to be above state average in most areas. Chaffey has a student population in 2025 of approximately 700 students in Years 7–10, which we will maintain moving into 2026. 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. 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. Range 2 Responsibilities 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. Range 1 Responsibilities Further develop skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. Offer classroom management, subject content and teaching practice. Assist staff to use student data to inform teaching approaches. Participate in the development of school policies and programs and assist in the implementation of school priorities. Assist and participate in policy development, project teams and the organisation of co‑curricula activities. Responsibilities 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. 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 Thank you for your interest in this vacancy at Chaffey Secondary College. This position attracts a School Based Financial Incentive of $10,000 and will be paid on the commencement of employment. If your employment is less than full time, the payment will apply on a pro‑rated basis. Applicants are asked to ensure their application includes (preferably uploaded as one PDF document): Letter of introduction; Detailed CV, including details of three (3) current referees, names, phone numbers and e‑mail addresses (Most recent employer is preferred); A response to each of the key selection criteria. Daytime phone numbers are vital to make appointments for an interview in the event that you are shortlisted. A copy of your current Victorian Institute of Teaching card will be required if successful. 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 programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Qualification Requirements 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 program 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 program 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) program 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 program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr