Government schools – Melbourne Northern Suburbs VIC
John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence.
John Fawkner Secondary College is a growing co-educational secondary college, which operates within a distinct geographical area with a diverse cultural mix.
In ****, JFC will open the new STEM/Science building, including a new art centre, staff rooms, and media centre.
The second building to open is the hospitality-grade Food Tech centre and school cafeteria.
Melbourne Victory Football will run the inaugural year of the program, having piloted a team in ****.
The program includes an all-girl soccer team, the first of its kind for the club in schools, and junior and senior teams for boys.
The success of this programme in **** has attracted students from a range of areas and backgrounds and complements our diverse community.
The school is in a transformation stage and is currently experiencing significant change and improvement across curriculum, learning, and wellbeing.
The School Strategic Plan has a strong focus on improving learning through the use of our well documented and viable curriculum and the revised and improved JFC Instructional Model.
Strong leadership is a crucial factor in the transformation of the college and over the past year, we have consolidated a robust, stable leadership team, with an exciting vision for the next generation of young people.
Staff are encouraged to take positions of responsibility such as year level coordinators, which develop their leadership and teamwork skills and open doors to future leadership possibilities.
Our staff is stable and collegiate, and foster a learning environment of collaboration and professionalism.
Student wellbeing and engagement is supported by the SWPBS framework, and this is reflected in the school values.
The college boasts a strong wellbeing team, consisting of a full-time wellbeing leader, a school nurse, art therapist, and mental health practitioner.
The college has a strong focus on improving literacy and numeracy, and students are identified for support through the Quicksmart program, MYLNS, and the tutor learning initiative.
Students are identified for support through the work of a behaviour analyst and leading teacher for inclusion, in collaboration with all staff and the wellbeing team.
Each year from 7-10 has a coordinator, supported by a sub-school leader.
VCE and VM students are supported by a Year 11 and Year 12 coordinator and a senior school leader.
Our VM program is into the fourth year and is characterised by a small and dedicated teaching team and a vast network of connections in the community.
Many students take a VET subject from year 10 onwards.
The VCE starts at year 10 for those students who want to accelerate their progress through senior school and offers a broad range of subjects.
The students from years 7-10 study the Victorian Curriculum and electives.
At year 10, students are counselled to appropriate pathways and select from VCE/VM to continue their final years of schooling.
All VM students do a vet subject one day a week, and there is the potential to study a SBAT whilst at school.
Our growing areas currently are in science and STEM and our partnership with the Science Centre of Excellence at Melbourne University guarantees all students the opportunity to explore their interests in this area.
A leading teacher for student agency and leadership guides students into roles of leading and mentoring and works with a vibrant student group who liaise with staff and students on curriculum and wellbeing issues and social events and special days.
Our daily practice is informed by the human rights for all students at JFC.
The staff at JFC is collegiate, dynamic and collaborative, led by an executive principal and two assistant principals.
The focus is on the future for the students in this area and we seek vibrant, innovative, committed teachers and leaders to join us in our journey of improvement and success.
Tours are welcome from prospective employees.
Please refer all enquiries and copies of applications to the principal.
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.
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 or 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 programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.
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 programs 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 programmes 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
The role of classroom teacher may include but is not limited to:
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.
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
Information for Applicants: In addition to applying through Recruitment Online, please email CV, cover letter and Selection Criteria to the principal, Lisa Vinnicombe.
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
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 ****, 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 **** 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.
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