Alkira: About the School
Alkira is a Wurundjeri word meaning Big Sky. It was chosen to highlight the place of our learning high on a hill and also the wide and endless opportunities that we make available to our school community. The school continues to be a school of choice in the local area forcing us to manage extreme enrolment growth and transition of students across all year levels reflecting a shift in demographics and diversity of our surrounding community. This year the school enrolments have peaked at 1935 FTE enrolments, not including a number of International students and part‑time students enrolled in online or off‑site programmes. Our SFOE index is Medium at 0.4337. Our school is highly multicultural with 30 % of students being born overseas. Enrolments also include Aboriginal students, EAL students and NCCD students.
The school vision and statement of purpose and core values from day one recognised our responsibility to provide a personalised education for every child in our emerging community. To ensure we maintain our sense of community and strong relationships, our school is broken up into sub schools and is also emerging into a senior, middle and junior school. This schools‑within‑school SWIS model helps to ensure every student is known and their personal, educational, and social needs are monitored, managed and supported by a staff of over 200. Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub‑school support team continues to plan for student improvement.
We have embraced 21C learning and developed a range of programmes and resources to promote independent learning and improved student achievement. All students bring their own device (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources. Our dynamic curriculum and teaching and learning programmes are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.
An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non‑negotiables. Our agreed behaviour management processes support a student's right to a safe and secure learning environment, and a teacher's right to direct and establish such an environment. The programme is very successful as it focuses on students' work and provides an opportunity for reflection and involves a restorative process.
Our school is dedicated to fostering an inclusive and supportive environment for all students. We adhere to the principles of the Berry Street Education Model and The Resilience Project, which emphasize trauma‑informed education, resilience, and emotional well‑being. Our commitment extends to being ahead of the curve in supporting students with disabilities, ensuring they have access to tailored resources and opportunities for success. We also provide robust support for Koori students, honouring their cultural heritage and promoting educational equity. Additionally, we offer comprehensive assistance to students in out‑of‑home care, recognising their unique challenges and providing stability and encouragement. Through these initiatives, we create a nurturing and equitable community where every learner can thrive.
Our teachers are expected to contribute to wider non‑curriculum programmes and support and celebrate our student's achievements. We run a system of providing coursework support and extra learning opportunities outside our regular timetable. Pathway programmes are established in years 10–12 and include opportunities for students to be involved in VCE and supplement their programmes with a VET programme in their chosen vocational area.
We have developed an extensive international partnership or network of sister schools in China and India. International PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programmes.
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, 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 programmes 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, 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.
Range 2 Classroom Teachers
* 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 Classroom Teachers
* Focus on classroom management, subject content and teaching practice.
* Operate under general direction within clear guidelines following established work practices and documented priorities.
* Possibly supervise and train one or more student teachers.
* Participate in the development of school policies and programmes and assist in the implementation of school priorities.
* Participate in induction programmes and other professional learning activities that ensure the integration of curriculum, assessment and pedagogy across the school.
* May assist and participate in policy development, project teams and the organisation of co‑curriculum 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. 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. 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
* 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
Please ensure that your application includes:
* A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).
* A section addressing the selection criteria and the requirements for application under the Who May Apply section.
* Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
* 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 programme 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'.
* A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
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