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- SC1: Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
- SC2: Demonstrated experience in responding to student learning needs.
- SC3: 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.
- SC4: Demonstrated interpersonal and communication skills.
- SC5: Demonstrated behaviours and attitudes consistent with Department values.
- 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.
- 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.
Teacher - Vce Mathematics - Mildura - State Government Of Victoria, Australia

Description
Mildura Senior College is an educational landmark located in the heart of Mildura, in north-west Victoria. The College has a student population of 1024 enrolled students with the addition of Year 10 VCE and VET students undertaking accelerated studies.
College Overview
The College is one of a small number of stand-alone Senior Colleges in the state catering exclusively for Year 11 and 12 students undertaking the Victorian Certificate of Education (VCE) or Vocational Major (VM).
Mildura Senior College provides access to an unparalleled level of choice in the study areas of the VCE, VM, Vocational Education and Training (VET), and University Enhancement studies.
The College has a clear commitment to the Managed Individual Pathways Program providing timetabled classes and Pathways Teachers advocate for all students.
Unique Learning Environment
This unique learning environment is highly valued by the school community, which sees it as essential to students developing skills crucial to future success.
The College boasts outstanding facilities, including the Deakin Trade Training Centre, VM Hub, Arts Precinct, Fitness Learning Facilities, and numerous undercover student recreational areas.
The grounds boast three sporting ovals utilised by College students, neighbouring schools, and community sporting groups.
The College is committed to providing suitable senior pathways for all senior students.
We work in partnership with our neighbouring 7-10 colleges: Chaffey Secondary College, Irymple Secondary College, Merbein P-10 College, Trinity Lutheran College, Henderson College, and Mildura Christian College.
There is close cooperation with these colleges to support student transition and orientation.
Each year approximately 30% of enrolments come from outside these neighbourhood colleges and include public, Catholic, and independent schools.
Mildura Senior College provides a young adult learning environment, and a learning philosophy built upon partnerships and strong relationships between teachers and students.
The College provides clear pathways to further study and the workplace.
Our mission is to deliver excellence in education and training opportunities for all students.
Students are supported by full-time careers and VET advisors, school-to-work coordinator, an extensive wellbeing team, student sub-school leaders, and a team of staff experienced in the successful delivery of senior studies.
Mildura Senior College currently has 136 members of staff, including 86 teaching staff.
Mildura Senior College is an inclusive environment that has a diverse student cohort, including Koori, Pacifica, and EAL students, and celebrates this diversity.
The Clontarf Academy is one example of a program at Mildura Senior College, targeted at reducing educational disadvantage for students.
The College is committed to Respectful Relationships and being a Safe School.
The College values of Respect, Responsibility, Resilience, Independence, and Success reflect the culture and behaviours the College aims to develop in students, to enable them to become outstanding young people as they transition on their pathways to the future.
Selection Criteria
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:
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:
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
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 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: