Role
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
Core responsibilities include:
1. Planning and implementing a range of teaching programs or courses of study
2. Teaching an area of the curriculum or a general curriculum to a year level
3. Monitoring, evaluating and reporting student progress in key learning areas
4. Implementing strategies to achieve targets related to student learning outcomes
5. Maintaining records of class attendance and recording student progress
6. Implementing effective student management consistent with the school charter.
7. Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
8. Supervising a range of student activities including support and welfare programs
9. Contributing to a range of co-curricular programs
Who May Apply
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
10. have completed their course requirements and graduated in the last 4 years, and
11. not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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:
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 programs provided.
Eligibility for incentive payments:
12. The successful candidate must be a new employee to this school
13. The successful candidate is committing to a minimum of 1 year employment at this school
14. The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
15. The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Program Benefits
This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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
Upper Yarra Secondary College is located in Yarra Junction in the Yarra Valley, 65 kilometres from Melbourne. Our enrolment is steadily increasing and currently is 650.¿ Many of our students travel extensive distances to attend school from outer rural communities. The College is well regarded for supporting its students with a safe, healthy and supportive environment that nurtures self-esteem, leadership qualities, talent, curiosity and optimism for the future, providing them with a base to become responsible members of the College and the broader community.¿Our students come from a wide range of socio-economic backgrounds, with an SFO of ;
The College leadership profile includes 5 Leading Teachers (Curriculum, Junior, Middle and Senior-Sub-School). The College staff supports our students by working in Year Level teams led by a Team Leader.¿ The teams are responsible for overseeing curriculum, pedagogy and wellbeing and student management for students within their Year Level.¿ We have a strong wellbeing team and run a Youth Clinic one day per week, and work on a five day timetable consisting of five 1hr periods.
We provide a range of curriculum choices including VCE, VET and VM that support pathways to a wide range of destinations including Universities, TAFE, apprenticeships and employment. Students develop close relationships with staff via daily contact in our Year Level teams approach.¿¿ Student leadership is promoted within a range of opportunities within the College, SRC, College Captains, Peer Support, Duke of Ed and Sports Leadership programs.
Innovation and Future Directions
1. The College completed their review in 2022 with future directions being linked to Literacy and Numeracy, community engagement and promotion of high expectations in all areas of the College.¿
2.¿¿A model of Inquiry Learning developed at Upper Yarra Secondary College is now well established in Years 7 and 8.¿ ¿FLIP (Future Learners Inquiry Program) has elements of an Open Plan learning environment, closer attachments of fewer teaching staff for more time with students, an integrated inquiry-based approach to curriculum delivery, and enhanced processes that focus on more personalised learning for students through engagement of activities that relate to a variety of learning styles.
3. Innovations in reading and writing programs including Independent Reading, Readers and Writers Workshops have been developed and are having an impact on teaching practice and student engagement and achievement. ¿A Sharing Classrooms program has also had an impact on improving pedagogy.¿ Teachers engage in Professional Learning Teams and, via the focus on research outcomes, employ strategies discussed into classroom practice, in an Action Research model.