0.8 VCD Teacher, Semester One 2026

Department of Education Victoria – Geelong VIC 9d ago , from Department of Education & Training Victoria Newcomb Secondary College provides a vibrant and modern education that has a future-focused curriculum and holistic student well‑being support. Established in 1969, the college takes pride in its rich history and its commitment to creating positive pathways for young people in Geelong. The college takes its name from the surrounding suburb which is named after one of the area’s earliest settlers, Caroline Newcomb. For over 50 years, Newcomb Secondary College has been creating positive pathways for young people in Geelong. Newcomb Secondary College caters to approximately 500 students in Years 7 to 12, largely from Newcomb, Whittington, St Albans Park, East Geelong, South Geelong, Moolap, Leopold, and the rural areas of the Bellarine Peninsula. The school offers a broad range of individualised goals and meets student needs through well‑resourced literacy and numeracy supports and an emphasis on student voice and career action plans. The college has an outstanding range of VCE, VCE‑VM, and VET subjects, as well as offering School‑Based Apprenticeships that build successful individual pathways for students. The school's partnership with local tertiary institutions, the Gordon and Deakin University, ensures that students benefit greatly from well‑developed and innovative programs. Newcomb Secondary College is proud to have been the first Australian‑based school to offer a P‑Tech Program. This program enables students to participate in corporate partner‑supported pathways to learning and employment within science, technology, engineering and mathematics (STEM) related industries. Through a partnership with the Gordon TAFE and key members of the Geelong business community, the College ensures that its school leavers are equipped with the skills needed for success in the workforce of the 21st century. The College is committed to students maximising their personal growth through broad participation in a range of extra‑curricular programs. Students develop confidence, teamwork, and leadership through their involvement with the extensive sports program, academic challenges, instrumental music tuition, and the renowned Music and Bike Tours providing Newcomb students the chance for students to build their resilience, which often results in the forging of lifelong friendships. Newcomb Secondary College is dedicated to establishing a school environment that allows its students to grow and thrive intellectually, emotionally, and socially. The college’s open and light‑filled learning spaces, along with its inclusive atmosphere, impress visitors. The recent redevelopment of the college has led to the refurbishment of math classrooms and music program areas, a state‑of‑the‑art STEM space, and a 128‑seat auditorium, contributing to an excellent learning and teaching environment. The college provides valuable opportunities for students to develop confidence in their leadership abilities as they work cooperatively with others. Community volunteer programmes enrich student development and projects that enable students to work in and with their community. Sport is encouraged at all levels. Throughout the school year inter‑house competitions are held to foster and encourage teamwork and enthusiasm across the College. Our sporting houses are also named after prominent citizens – Harrison, Drysdale, Curlewis and Wills. It is our belief at Newcomb Secondary College that students who enjoy (and aspire to have) rich and vibrant lifestyles, with access to holistic and proactive personal well‑being supports, are the most likely to enjoy lasting success with their learning experiences and individual pathway outcomes. Providing this is how Newcomb Secondary College builds positive futures for all students. 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, well‑being 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 programmes 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 programme 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 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 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 programmes to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 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 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. 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 This position is a 0.8 VCE load with Friday's off for Semester One, 2026. 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 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). #J-18808-Ljbffr