2026 Fixed Term 1 Year

2026 Fixed Term 1 Year - VCE History and Humanities Classroom Teacher Department of Education Victoria – Ballarat East VIC Woodmans Hill Secondary College is a vibrant, supportive and aspirational learning community, committed to learning from and with each other in order to ensure that all students grow. Woodmans Hill Secondary College sits at the heart of its community, situated at the Eastern entrance to Ballarat, in the suburb of Ballarat East on the Melbourne side, with newly developed facilities on a spacious site with a newly built Science, Technology, Art and Performing Arts facilities. We are committed to providing exciting learning experiences that meet each student at his or her academic, social and emotional point of need. We focus on developing the whole child and seek a range of opportunities, both in and outside the classroom, for each student to unlock his or her potential. Our values are Respect, Determination and Excellence, and we expect and encourage their demonstration each day. We invest time and resources into our staff to increase their capacity to develop and improve their teaching skills and knowledge. We are research‑ and data‑driven, constantly focusing on increasing pedagogical knowledge to achieve improved outcomes for our students. Our Leadership Team for 2025 comprises 1 Principal, 2 Assistant Principals, and 5 Learning Specialists (Literacy, Numeracy, Junior Years and Senior Years). Our teaching team consists of 62 teaching staff and 31 ES staff (administrative, maintenance, learning support and Business Manager) who cater for 625 students from year 7–12. 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 is on planning, preparation and teaching programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry to improve knowledge and skills to effectively engage students and improve their learning. As the classroom teacher gains experience, their 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 2 Significant role in assisting the school to improve student performance and educational outcomes determined by the strategic plan and state‑wide priorities, and contributing to the development and implementation of school policies. Has the content knowledge and pedagogical practice to meet the diverse needs of all students. Models exemplary classroom practice and mentors/coaches other teachers in critical reflection of their practice. Provides expert advice about content, processes and strategies that shape professional learning. Supervises and trains one or more student teachers. Assists staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes. Classroom Teacher Range 1 Primary focus on developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. Operates under general direction within clear guidelines, following established work practices and documented priorities. May have responsibility for supervising and training one or more student teachers. Participates in the development of school policies and programs and assists in the implementation of school priorities. Focuses on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels. Planners and teachers are expected to participate in induction programs and other professional learning activities that integrate curriculum, assessment and pedagogy across the school. Responsible for teaching their own classes and may also assist and participate in policy development, project teams and 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 serve. 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 successful, 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 & 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 will be 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 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 programs in Australia: Standards and Procedures'; 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. 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