Classroom Teacher Music – Cherry Creek $9,000 Incentive Offer
Department of Education Victoria – Victoria
1d ago, from Department of Education & Training Victoria
Parkville College is a multi-campus school that delivers education at Cherry Creek and Parkville Youth Justice Precincts, and Secure Care Units. Parkville College is a registered specialist school that delivers high-quality educational programs to meet the needs of young people aged ***** years in custody with the Department of Justice and Community Safety and secure services with the Department of Families, Fairness and Housing.
Parkville College delivers education to some of Victoria's most vulnerable, yet inspiring young people, who are filled with enormous potential. The model follows a culturally responsive pedagogy that supports the development and growth of all students, incorporates strong local partnerships, and offers a flexible range of educational options including the Victorian Curriculum (Foundation-10), Senior Secondary Certificates (VCE, VM and VPC) and vocational studies.
Teachers at Parkville College are required to be flexible and adaptable to changing circumstances. This may include working on units when classrooms are unavailable, supporting the delivery of an educational program, working across a number of units, and engaging in outreach.
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.
SC6
Provide an example from your experience that demonstrates your understanding and implementation of culturally responsive practice in an educational setting.
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 to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience, their 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. They contribute to the development and implementation of school policies and priorities.
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 support staff to expand their capacity.
Provide expert advice about content, processes and strategies that will shape individual and school professional learning.
Supervise and train one or more student teachers.
Assist staff in using 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 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.
Teach a range of students/classes and are accountable for the effective delivery of their programs.
Operate under general direction within clear guidelines following established work practices and documented priorities.
Participate in the development of school policies and programs and assist in the implementation of school priorities.
Focus on classroom management, subject content and teaching practice.
Plan and teach student groups in one or more subjects and participate in induction programs and other professional learning activities that ensure the integration of curriculum, assessment and pedagogy across the school.
Assist and participate in policy development, project teams and the organization of co-curricular 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 program within the school;
Undertaking other classroom teaching related and organizational 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 serve. 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 via @education.vic.gov.au.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, to 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
This position attracts an incentive payment of $9,000 pro-rata (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment. This will be paid half on commencement of employment and the balance on completion of 12 months of employment.
*Both graduates and experienced teachers are encouraged to apply.
Due to the unique nature of our environment and the distinctive work we undertake at Parkville College, we strongly encourage individuals considering applying for this position to contact the number provided below and arrange a visit to the school. This visit offers invaluable insight into our school, our students, and how we create the best environments possible.
Parkville College is guided by the Department of Justice and Community Safety (DJCS) and the Department of Families, Fairness and Housing (DHHS) operating policies and procedures.
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.
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 programs in Australia: Standards and Procedures'.
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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