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/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 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
The role of classroom teacher may include but is not limited to:
1. Direct teaching of groups of students and individual students;
2. Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
3. Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
4. Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
5. 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.
EEO AND OHS Commitment
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
6. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
7. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
8. A probationary period may apply during the first year of employment and induction and support programs provided.
9. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Stawell Secondary College embraces the values of Participation, Aspiration, Inclusion, Resilience and Respect.
The College serves Stawell and surrounding rural areas. Situated approximately 230 km west-north-west of Melbourne, on the Western Highway to Adelaide, Stawell has a population of approximately 6,000 people and is close to the world renowned Grampians National Park.
Our school benefits from very strong connections to its community and works closely with its nine feeder primary schools, health agencies and other community services. Stawell Secondary College provides a comprehensive curriculum with a range of pathways to meet the interests and needs of its 365 students. Year 7 and 8 students study a comprehensive program based on the Victorian Curriculum; Years 9 to 10 enable increasing choice of subjects as student progress through the school or enrol from elsewhere. Years 11 and 12 pathways are tailored to student needs, via the Victorian Certificate of Education.
Stawell Secondary College is particularly proud of its Chinese Language program and the links it provides to our primary schools in their delivery of Chinese language programs. We are actively involved in the Victorian Young Leaders to China (VLYC) program and have regularly sent students to China as part of our sister-school relationships when international travel was safer than we currently are experiencing. We look forward to being able to once again encourage our students to experience international travel in the near future.
The College introduced a one-to-one laptop program in 2012, and this has been successfully embedded throughout the school.
The College has created the opportunity for staff to contribute to the development of an innovative curriculum that reflects 21st century technologies and a culture of collaboration, through Professional Learning Communities.
Social and emotional learning is supported through a vertical home group structure for all students. There is a horizontal student management structure with a year level co-ordinator for each year level. There are also Sub-School managers that oversee the Junior and Senior sectors. All staff actively work to promote engagement and utilise restorative practice to re-engage students when necessary, and the College is in the first stages of the implementation of the School Wide Positive Behaviour Support framework. Student leadership is integral to the success of our school, and this is developed with student ambassadors, house leaders, school captains and bus-route leaders.
Sport, music and various forms of competition are offered within the curriculum and can also be pursued as extra-curricular activities. Individuals and teams compete in a range of sports to state level, and several bands and ensembles perform for entertainment and competition. Instrumental music tuition is encouraged and can lead to a number of music certificates.
Progressive recruitment of graduates has enabled the College to develop a balance between new and experienced teachers promoting a culture of positive mentoring relationships and the infusion of new ideas. Stawell Secondary College provides real opportunities for staff to play a leading role in school improvement.
The College is currently engaged in the master-planning process and late in 2020 we were fortunate to open a new Science and Food Technology Building. We are currently working with the Victorian Schools Building Authority in the final planning of Stage 2 which will see the construction of a new administration block and the re-development of our heritage building into general purpose classrooms.