Classroom Teacher

Classroom Teacher - Child Safety and Compliance Government schools – Melbourne Northern Suburbs VIC The Victorian School of Languages (VSL) is a government school and state-wide service of the Department of Education and Training which provides language programmes from Foundation to Year 12 (VCE) to students from all three sectors (Government, Independent, and Catholic). The school offers languages in face-to-face and distance education classes to students who cannot study the language at their home school. Values Respect – understanding that languages are a way to increase lifelong opportunities for learners; Commitment; Courage – to continue to ensure the VSL remains a leader in languages as its specialised field of endeavour; Teamwork – to support our communities to embrace diversity and strength. Location Profile The Victorian School of Languages teaches 51 languages across 42 Centres (campuses) throughout Victoria. Students come from both Government and non‑Government schools. Classes are normally held outside school hours on Saturdays across the Melbourne metropolitan, country and regional areas. The VSL Centres are organised into ten areas, each supervised by a Leading Teacher (Area Manager). Centre classes range from Foundation to Year 12, and 13 languages are delivered via distance education. The VSL School Council provides expert guidance and leadership, and the school responds to the evolving language needs of new and emerging communities. Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills, and learned how to respond 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 growth. SC3 Demonstrated experience in monitoring and assessing student learning, using data to inform teaching practice and providing feedback on student growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills, and 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, 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 of the classroom teacher is the planning, preparation and teaching of programmes to achieve specific student outcomes. A classroom teacher engages in critical reflection and inquiry to improve the knowledge and skills required to engage students and enhance their learning. As the classroom teacher gains experience, their contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake additional duties beyond their rostered teaching duties so long as they are appropriate to the salary range, qualifications, training and experience. 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’s strategic plan and state‑wide priorities, and contributing to the development and implementation of school policies and priorities. A critical component of this work focuses on increasing staff knowledge of student learning and high‑quality instruction to help define quality teacher practice. Have the content knowledge and pedagogical practice to meet the diverse needs of all students; Model exemplary classroom practice and mentor/coach other teachers to engage in critical reflection and support staff capacity; Provide expert advice on content, processes and strategies that 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 a range 1 classroom teacher is to further develop skills and competencies to become an effective classroom practitioner with structured support from teachers at higher levels and to plan, prepare and teach programmes to achieve specific student outcomes. Teachers in this range possess a solid knowledge base and operate under general direction within clear guidelines, following established work practices and documented priorities. Range 1 teachers may supervise or train student teachers, participate in policy development, and contribute to project teams and the organisation of extracurricular activities. New entrants to the teaching profession are expected to plan and teach student groups in one or more subjects, participate in induction programmes and other professional learning activities that integrate curriculum, assessment and pedagogy across the school. Responsibilities Direct teaching of groups of students and individual students; Contribute to the development, implementation and evaluation of a curriculum area or other curriculum programme within the school; Undertake other classroom teaching‑related and organisational duties as determined by the School Principal; Participate in activities such as parent/teacher meetings, staff meetings, camps and excursions; Undertake 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 serve. We value diversity in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department recognises that a safe, respectful and inclusive workplace is essential to high performance and promotes flexible work and diversity across schools. Reasonable adjustments for staff with disability are provided. For Aboriginal and Torres Strait Islander candidates, Koorie Outcomes Division (KOD) support is available at ******@education.vic.gov.au. Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if successful, request a reduced time fraction. Such requests will be negotiated on a case‑by‑case basis and 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 staff are committed to protecting students from abuse or harm in accordance with child‑safe standards, including legal obligations. 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 values of Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. These values complement each school’s own values and underpin the behaviours expected of Victorian public‑sector employees, including those who work in Victorian Government Schools. Further information is available at Other Information The position entails overseeing the school’s compliance within a dynamic and complex environment. The successful applicant will work with stakeholders to ensure processes meet the requirements of Child Safety, Respectful Relationships, Emergency Management and teacher registration across 39 centres in Victoria with a student population of more than 16,000 and a casual workforce of around 1,000. This is a non‑teaching position. Be careful – don’t provide your bank or credit card details when applying for jobs, and don’t transfer any money or complete suspicious online surveys. If you see something suspicious, report the job ad. 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, with 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; If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate satisfactory completion of 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 if 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