Job Overview
Chaffey Secondary College is located in Mildura, Victoria, 545 kilometres from Melbourne. The college's purpose is to grow all of our young people academically, socially, and emotionally, to be proud of themselves, the school, and the community in a safe and inclusive environment. This is achieved through our values of Respect, Inclusion, Pride and Responsibility (RIPR) .
The college has a student population in 2025 of approximately 700 students in Years 7‑10. It is a well‑resourced school with MacBooks and iPads in all classes, a 180‑seat theatre, a two‑court gymnasium, a training room, extensive grounds, outdoor basketball courts, exercise circuits, a park warrior challenge course, six tennis courts, a hockey pitch, and a farm used for the Northern Mallee Horticulture Immersion Program and Hands‑on Learning Program. It is a Musical Futures International Champion School, one of 35 accredited S.E.A.L. schools in Victoria, and the only S.E.A.L. school in north‑west Victoria.
Additional programs support students with disability, diverse cultural backgrounds, academic extension, and literacy & numeracy intervention. For more information about the college and Mildura, visit Mildura website .
Location Profile
Chaffey Secondary College is located in Mildura Victoria, 545 kilometres from Melbourne.
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.
Role
The classroom teacher classification comprises two salary ranges—Range 1 and Range 2—focusing on planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve their knowledge and skills, ultimately enhancing student learning.
As teachers gain experience, their contribution to the school program increases, and they may undertake additional duties beyond their rostered teaching, provided those duties align with their salary range, qualifications, training and experience.
Range 2 classroom teachers play a significant role in improving student performance, contributing to school policy, and supporting staff professional learning. They will:
* Have the content knowledge and pedagogical practice to meet the diverse needs of all students.
* Model exemplary classroom practice and mentor or coach other teachers in critical reflection of their practice.
* Provide expert advice about content, processes and strategies shaping 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 further develop their skills and competencies under structured support, teaching a range of students or classes and may supervise student teachers. They participate in the development of school policies, implement school priorities, and focus on classroom management, subject content and teaching practice.
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 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 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. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work. Reasonable adjustments for staff with disability are provided (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates via .
Applicants seeking part‑time employment are encouraged to apply and, if successful, request a reduced time fraction. Such requests will be negotiated case‑by‑case and subject to the operational requirements of the school.
Child Safe Standards
Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm according to child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department's exemplar available at Child Safe Standards .
DE Values
Employees commit to upholding the Department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. These complement each school's own values and underpin the behaviours expected of Victorian public sector employees. Information on the Department values is available at Department values page .
Other Information
Thank you for your interest in this vacancy at Chaffey Secondary College.
Applicants are asked to ensure their application includes (preferably uploaded as one PDF document):
* Letter of introduction.
* Detailed CV, including details of three (3) current referees, names, phone numbers and e‑mail addresses (most recent employer preferred).
* A response to each of the key selection criteria.
* Day‑time phone number to arrange interviews.
* Copy of current Victorian Institute of Teaching card (if successful).
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 programmes provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at HR website .
Program Benefits
This position has been advertised as part of the Regional Relocation Incentives (RRI) programme and includes retention payments. Payments are only applicable and payable if the successful candidate meets the eligibility criteria.
Payments and support on offer (subject to candidate eligibility criteria):
* Reimbursement of relocation expenses (up to $5,000 ) and support to identify suitable housing.
* $10,000 (before‑tax) retention payment (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.
* The successful candidate 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.
* The successful candidate must meet the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application and relocates), as outlined within 'Travel and Personal Expenses – Teaching Service'.
* The successful candidate's ordinary place of residence is not 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 within Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as Inner Regional Australia (Vic.) per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For further information on ASGS Remoteness Area classifications, refer to ABS Maps via the Australian Bureau of Statistics (select filter '2021 Remoteness Area'). Further information regarding this offering is available on the Department's website at RRI page .
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.
* 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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools .
#J-18808-Ljbffr