Location: Melbourne | Eastern Metropolitan
Job type: Full time / From 29/01/2024
Organisation: Schools (Government)
Salary: Salary not specified
SC1 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.
SC2 Understanding of student learning and how to meet the needs of diverse students within the classroom environment.
SC3 Demonstrated proficiency in the use of technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
The role of classroom teacher may include but is not limited to:
- 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;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via email@example.com
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:
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:
Permission to teach (PTT) will be required for this position.
At Heathmont College students feel safe, while at the same time challenged and supported by a positive school culture.
Many opportunities are provided for students to be the best they can be. We are immensely proud of our strong student leadership program, passionate sporting teams, outstanding languages programs and vibrant performing arts curriculum.
We invite you to join our community of learners at Heathmont College. We undertake to do our utmost to provide our students with the knowledge and skills they need to reach their goals. In return, we expect students to work hard, to do their best and most of all – to enjoy their educational experiences.
Heathmont College has adopted a House system with 4 Houses. This has enabled a vertical student mentor groups and a management structure to look after the educational and wellbeing needs of all students. A mentor program and whole school implementation of Positive Education will enhance student and staff connectedness. The College offers a traditional VCE course of study with students in Year 10 being able to access a range of VCE Units 1 & 2 to enhance their study. A VCAL course of study at Intermediate and Senior levels is offered to selected students. In addition, we offer an Intensive English Language Centre to support an accredited International Student Program.
Students in Year 9 follow a traditional course of study with the addition of our LiFE Program designed to challenge and engage students.
A variety of enrichment and excellence program are offered across the College. Students in Years 7-10 can apply for selection to our Sports Academy.
In 2020, Heathmont College launched its HOPE Centre (Home for Positive Education), a facility for delivering transformational wellbeing education within Maroondah schools and the wider community. We seek to put wellbeing at the heart of education in partnership with the Maroondah City Council, the University of Melbourne’s Centre for Positive Psychology and The Institute of Positive Education.
Data is used extensively by teachers to differentiate instruction and to help all students experience success in their learning. We are proud of our students¿ academic success.
At Heathmont College we value and encourage:
Curiosity – We approach our learning with a sense of hope and positivity. We celebrate learning growth and achievement and support the aspirations of others.
Compassion – We are guided by respect for each other and our differences. We show kindness to ourselves and others to help us build the resilience to achieve together
Community – We strive to build positive connections. We listen to and respect all contributions and work together to create positive impact.