About the School
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment.
The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re‑define its destiny in a positive way. Vision – to be an inclusive connected flourishing learning community.
Our school values were developed in consultation with the whole community and include Aspiration, Kindness, Respect and Social – community and demographics. The school site comprises facilities for primary, secondary and special needs education. It has a highly integrated common set of values, behavioural and learning expectations for all. Enrollment numbers reflect the demographics of the Maryborough community. A strong School Council and parent involvement encourage a robust student leadership structure.
The school employs 76 effective full‑time teachers and 41.37 school support staff. It collaborates with Central Goldfields Council through the Go Goldfields initiative, the University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs, community groups, Goldfields Schools Network and Goldfields Business Group. The educational provision includes a vibrant foundation to Year 12 and specialist education, VCE, VET and VCAL courses, and a Trade Training Centre. Students have enrichment opportunities such as art, music, instrumentation, musical productions, competitions, after‑school activities and sporting activities. Technology provision includes a phased "Your Own Device" program, computer suites, notebook trolleys, internet and intranet support, and data projectors in all learning areas. Grounds have been upgraded with a new oval, primary play space and extensive landscaping, and further enhancements are planned.
Selection Criteria
* SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills, and experience responding to student learning needs.
* SC2 Experience in planning and implementing high‑impact teaching strategies, guided by evidence of learning, and evaluating the impact of learning and teaching programmes on student growth.
* SC3 Experience in monitoring and assessing student learning, using data to inform teaching practice, and providing feedback to students and parents on learning growth and achievement.
* SC4 Interpersonal and communication skills, establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support learning, agency, wellbeing and engagement.
* SC5 Behaviours and attitudes consistent with Department values, reflecting upon practice and engaging in professional learning to improve teaching quality.
Role
The classroom teacher classification has two salary ranges. The primary focus of the classroom teacher is on the planning, preparation and teaching of programmes to achieve specific student outcomes. The teacher engages in critical reflection and inquiry to improve knowledge and skills, effectively engage students and enhance learning.
As experience grows, contribution to the school programme expands. All teachers may be required to undertake additional duties in addition to 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 improving student performance and educational outcomes in line with the school's strategic plan and state‑wide priorities. They contribute to the development and implementation of school policies and priorities, elevating staff knowledge of student learning and high‑quality instruction.
* 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, supporting staff capacity.
* Provide expert advice about content, processes and strategies that 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 achieve targets related to improving learning outcomes.
Classroom Teacher – Range 1
The primary focus of a range 1 classroom teacher is to further develop skills and competencies to become an effective practitioner with structured support and guidance from higher‑level teachers. They plan, prepare and deliver programmes that achieve specific student outcomes, teach multiple classes and are accountable for effective delivery. They operate under general direction with clear guidelines, may supervise student teachers, and participate in policy development, project teams and co‑curriculum activity organisation.
Responsibilities
* Direct teaching of groups 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 non‑teaching supervisory duties.
Who May Apply
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching, and qualified to teach or with 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 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 a safe, respectful and inclusive workplace is essential to high performance and promotes flexible work and diversity across all schools. Our policy provides reasonable adjustments for staff with disability.
Child Safe Standards
Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm in accordance with legal obligations, including child safe standards. The Child Safety Code of Conduct is available at
DE Values
The department's values—Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights—underpin the behaviours expected of Victorian public sector employees. More information is available at
Conditions of Employment
* All staff have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to satisfactory pre‑employment conditions checks.
* A probationary period may apply during the first year, with induction and support programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website:
Payments and Support on Offer
* Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
* $10,000 (before‑tax) retention payments (pro‑rata for positions less than full‑time) at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before‑tax). Each retention payment is subject to successful completion of employment milestones.
RRI Candidate Eligibility Criteria
* The successful candidate must be a new employee to this school.
* They must remain employed at this school for 2 years to receive the initial retention payment, and for subsequent years for the third‑year and fourth‑year payments.
* They must meet the requirements for relocation (e.g. ordinarily reside at least 1 hour from this school at the time of application and relocate), as outlined in 'Travel and Personal Expenses – Teaching Service'.
* The candidate's ordinary place of residence must not be classified as Remote Australia (Vic.) or Outer Regional Australia (Vic.) per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
* If the recruiting school is located in Inner Regional Australia (Vic.), the candidate's ordinary place of residence must not be classified as Inner Regional Australia (Vic.) per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
Qualification Requirements
* 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 successful completion of a postgraduate level accredited initial teacher education programme recognised by an Australian State or Territory Teacher Regulatory Authority.
* Graduates 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.
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