Junior Secondary Mathematics Teacher 12 month Contract
Department of Education Victoria – Yarrawonga VIC
1d ago, from Department of Education & Training Victoria
Yarrawonga College P12 is located in the beautiful rural township of Yarrawonga, on the banks of Lake Mulwala. The town is known for its welcoming community, relaxed pace, and abundant recreational opportunities. Residents enjoy water sports, fishing, golf, wineries, local markets, and national park adventures, with Wangaratta, Shepparton, Benalla and Albury‑Wodonga all within easy reach. Melbourne is only a two‑and‑three‑quarter hour drive via the Hume Freeway, making Yarrawonga ideally placed for regional living with city accessibility.
The township of Yarrawonga is predicted to grow significantly, with an additional 500 school‑aged children by 2050, making this an exciting time to be part of a forward‑looking and community‑driven educational environment.
Yarrawonga College P12 proudly provides seamless education from Prep to Year 12, with three distinct stages of learning. Each campus is led by a Campus Principal who manages daily operations and reports to the College Principal. This structure allows for strong leadership and close connection with students and staff at every level.
The College has recently received planning funding to consolidate all year levels onto our Gilmore Street site. The nearby Pinniger Street site will be transformed into an Adult Learning and Early Years Learning Precinct, including a new two‑classroom kindergarten opening in early 2026 for 66 three‑ and four‑year‑olds.
This development aligns with the community's long‑held goal of creating a 0–99 Education and Sporting Precinct, establishing Yarrawonga as a lifelong learning hub. Discussions with Adult Education providers are already underway, creating exciting opportunities for future collaboration and community growth.
Yarrawonga College P12 is recognised for its high‑quality teaching and learning programmes, built on strong curriculum design, evidence‑based pedagogy, and a collaborative approach through Professional Learning Communities. Staff work closely to plan, assess, and reflect on practice to continuously improve student outcomes.
The College places great importance on student wellbeing, with a dedicated support network that includes a Mental Health and Wellbeing Leader (Social Worker), Mental Health in Secondary Schools Practitioner (Social Worker), Student Wellbeing Teacher, Doctors in Schools programme, and support from a Senior Psychologist. This ensures students are well supported, connected, and ready to learn each day.
Yarrawonga College P12 consistently achieves strong results in NAPLAN, VCE, and post‑school pathways, with state‑leading destination data thanks to our focus on individualised, right‑fit pathways for every student.
Our College values of Respect, Responsibility, Honesty, Cooperation and Integrity underpin all that we do, fostering a safe, inclusive, and ambitious learning environment where every student is known, challenged, and supported to succeed.
Staff at Yarrawonga College P12 are part of a collaborative and passionate team that is deeply committed to improving outcomes for students and shaping the future of education in one of Victoria's most vibrant and rapidly growing regional communities.
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. The primary focus of the classroom teacher is on the planning, preparation and teaching of programmes 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, his or her contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties, provided the responsibilities are appropriate to the salary range, qualifications, training and experience.
Classroom Teacher – Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes. Their contribution includes aiding the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff regarding student learning and high‑quality instruction to assist the school in defining 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 support staff to expand their capacity.
* Provide expert advice about the 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 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 further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels. They plan, prepare and teach programmes to achieve specific student outcomes.
Range 1 teachers are skilled teachers operating under general direction within clear guidelines and documented priorities. They may have responsibility for supervising and training one or more student teachers.
Teachers at range 1 participate in the development of school policies and programmes, assist in the implementation of school priorities, and focus on classroom management, subject content and teaching practice. New entrants to the teaching profession 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 integrate 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 serve. We value diversity and inclusion in all forms – culture, 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 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.
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 ******@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, 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
* 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
Please ensure that your application includes:
* A resume including relevant experience as well as personal details (name, address and contact numbers, business and home).
* A section addressing the selection criteria and the requirements for application under the Who May Apply section.
* Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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
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 programme 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.
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