Overview
Work Type: Fixed‐term – Part‐time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne – Western suburbs
Reference: 1527952
Location Profile
Bayside P‐12 College is a dynamic and inclusive multi‐campus institution serving the diverse community of Hobsons Bay, located in Melbourne's vibrant western metropolitan area. With three campuses spread across Altona North, Williamstown, and Newport, Bayside P‐12 College offers a continuous educational journey from Prep to Year 12. The college boasts a rich multi‐cultural student body, creating a vibrant and diverse learning environment.
Guiding Principles
* Delivering a Comprehensive Curriculum: Tailored to meet the individual needs of all students, ensuring an engaging and diverse learning experience.
* Fostering a Safe and Supportive Environment: We prioritise a friendly, disciplined, and secure environment that promotes a passion for learning.
* Developing Social and Emotional Wellbeing: Through explicit teaching of emotional intelligence and social skills, we equip students to thrive in all aspects of life.
* Preparing Students for the Future: We focus on equipping students with the skills and knowledge to succeed in a rapidly evolving, technologically advanced society. Leadership, collaboration, self‐discipline, and social awareness are key pillars of our approach.
* Encouraging Participation and Engagement: We actively involve parents, students, and staff in the vibrant school community, fostering a collaborative and inclusive culture.
* Ensuring Equal Opportunities: Every student, regardless of background, is provided with opportunities to reach their full potential.
Curriculum
Bayside P‐12 College offers a well‐rounded and inclusive curriculum, grounded in the Victorian Teaching and Learning Model. Students in the early and middle years follow a broad curriculum across eight learning areas, while senior students have access to a range of VCE, VM, and VET units.
Our students are encouraged to have voice and agency in their learning, with opportunities to shape their educational experience in line with the Victorian Curriculum 2.0 and VCAA‐accredited studies. The college also offers a variety of co‐curricular activities across its campuses, including:
* Camps and Excursions
* Debating
* Drama and Music Performances
Additionally, our long‐standing sister school relationship with Anjo Higashi Senior High School in Japan enhances our Language Programme, offering students a unique cultural exchange opportunity from Prep to Year 12.
Community Engagement
As an integral part of the local community, Bayside P‐12 College is dedicated to fostering strong community ties. Our facilities are regularly utilised by local community groups, promoting mutual support and cooperation. The college partners with local industry to provide valuable work experience and work education opportunities for students.
The Victorian School of Languages also operates out of our Altona North campus, offering a wide range of Languages Other Than English (LOTE) programmes. In addition, we offer a welcoming Out of School Hours Care (OSHC) programme for primary students, ensuring a balanced and enriching experience for families.
Facilities
* Altona North P‐9 Campus: Specialised, adaptable learning facilities.
* Williamstown Campus: A state‐of‐the‐art STEM Centre and a Select Entry Tennis School offering elite sporting opportunities.
* Paisley Senior Campus: A range of specialised facilities to support senior students' educational needs.
* Three Libraries
* Three Gymnasiums
* A variety of Outdoor Education Equipment, fostering an active, hands‐on learning environment.
Selection Criteria
* 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.
* 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.
* 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.
* Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining team‐oriented relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
* 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.
* Demonstrated experience in any of the above or a demonstrated commitment to continuous professional development.
Role
The classroom teacher classification comprises two salary ranges – range 1 and range 2. The primary focus is on the planning, preparation and teaching of programmes to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills in effectively engaging students and enhancing their learning.
As classroom teachers gain experience, their contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake additional duties in addition to their rostered teaching duties provided the responsibilities are appropriate to the salary range, qualifications, training and experience of the teacher.
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 contribute 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 the school to define quality teacher practice.
* Have the content knowledge and pedagogical practice to meet the diverse needs of all students.
* Model exemplary classroom practice and mentor/coach other teachers 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 further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. The primary focus 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 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
* 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 (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 marrung@education.vic.gov.au.
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 setting, 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 https://www2.education.vic.gov.au/pal/child-safe-standards/policy.
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 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview.
Other Information
* Bayside P‐12 is a multi‐campus college, employees may be required to travel between campuses.
* Applicants MUST answer all Selection Criteria.
* 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx.
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).
Applications close Tuesday 2 June 2026 at 11:59pm
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