Science Junior

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 in order 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 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 determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
– 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 to support staff to expand their capacity
– Provide expert advice about the content, processes and strategies that will 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 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

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;

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.

EEO AND OHS Commitment

The Department of Education and Training 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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET 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.

Detailed information on all terms and conditions of employment is available on the Department’s Human Resources website at

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

At Rosebud Secondary College, our purpose is:

To learn together in a safe and respectful community

To encourage self-awareness, resilience, and personal best

To prepare each individual for their future pathway.

College Motto

Minds Conscious of Right (Mens Conscia Recti) – Do the Right Thing

College Values

Our college purpose, motto and values are intended to ensure all our students achieve their potential.

Our college values:

Respect

Personal Best

Belonging

Responsibility

Context

Rosebud Secondary College is located towards the southern end of Victoria’s Mornington Peninsula. The area has a steadily growing population within a unique seaside environment. Most employment is in the fields of retail; trades, hospitality, and tourism while a growing variety of agricultural pursuits add diversity to the many natural attractions of the region.

Within this setting, Rosebud Secondary College is a large secondary college with an enrolment of approximately 920 students across Years 7 to 12. 

The College has maintained a proud tradition over an extended period of time for providing outstanding educational and co-curricular opportunities for its students which has ensured strong social cohesion, high levels of academic progress and success for the broad range of students enrolled in the College. Student success in the VCE is high and approximately 75% of Year 12 students continue to tertiary studies. The college has high expectations for student achievement in all areas of study including VCE, VET and VCAL. All streams are available to students through the senior years.

Because of its size, the College has a significant physical, financial, and human resource base. These resources are used to support and promote the widest possible range of educational, sporting, creative and cultural activities that add value to learning and assist in individualizing education for each student. Approximately 30% of families qualify for CSEF. Although there is considerable economic diversity within the community, the overwhelming majority of students are of English speaking backgrounds.

The College is keen to include in its staff people who can contribute to the design and implementation of innovative structures and programs that will help to build upon the College’s strengths and to enhance its capacity to meet the learning needs of all students. Currently there is a significant focus on our teachers knowing their students as learners and understanding their individual learning barriers and enhancers. A high quality and consistent approach to curriculum development and implementation is a requirement of all staff at Rosebud.

Rosebud Secondary College believes building healthy and positive students is a key to their academic outcomes. In 2022 the College is embarking on a $10 Million upgrade and opened of our Wellness Pavilion.

We have a comprehensive student tracking system with a clear internal referral process. We have some exciting initiatives in place including the development of the Wellness Pavilion, MindMatters implementation, (Be Active, Sleep and Eat) and mindfulness meditation, and the Doctors in School program.