Job Title

Chaffey Secondary College is located in Mildura, Victoria, 545 kilometres from Melbourne. The purpose of the college is to support all young people academically, socially, and emotionally, fostering pride in themselves, the school, and the community within a safe and inclusive environment. This is achieved through our values of Respect, Inclusion, Pride, and Responsibility (RIPR).Our student population in 2025 is approximately 700 students in Years 710.This position provides an opportunity for a teacher to join our team in 2026 and beyond. The college offers a supportive induction program and ongoing professional development, including learning specialists, curriculum-based teams, and subschool structures.Facilities include MacBooks and iPads in all classes, a 180seat theatre, a twocourt gymnasium, a training room, outdoor basketball courts, exercise circuits, a parkwarrior challenge course, a multiuse surface with 6 tennis courts and a hockey pitch, and a farm used for the Northern Mallee Horticulture Immersion Program and HandsOn Learning Program.Chaffey 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 northwest Victoria.Additional programs support students with disability, diverse backgrounds, extended academic needs, and literacy and numeracy interventions.Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills, and demonstrated experience in responding to student learning needs.SC2 Demonstrated experience in planning for and implementing highimpact 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, and 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, and 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, and experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.RoleThe classroom teacher classification comprises two salary ranges Range1 andRange2. The primary focus of the classroom teacher is on planning, preparing and teaching 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 teachers gain experience, their contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake additional duties in addition to their rostered teaching duties, provided the responsibility is appropriate to the salary range, qualifications, training and experience.Classroom teacher Range2Range2 teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and statewide 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 the school about student learning and highquality instruction to assist the school in defining quality teacher practice.Have 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 Range1Range1 teachers develop the 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 programmes to achieve specific student outcomes. They teach a range of students and classes and are accountable for the effective delivery of their programmes. Range1 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 Range1, teachers participate in the development of school policies and programmes and assist in the implementation of school priorities. The focus 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 plan and teach student groups in one or more subjects and are expected to participate in induction programmes and other professional learning activities designed to ensure integration of curriculum, assessment and pedagogy across the school.ResponsibilitiesDirect 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 nonteaching supervisory duties.Who May ApplyTeachers 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 InclusionThe department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. 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 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.Child Safe StandardsVictorian government schools are childsafe 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 childsafe standards. All schools have a Child Safety Code of Conduct consistent with the department''s exemplar available at ValuesThe 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 InformationThank 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 email addresses (most recent employer is preferred);A response to each of the key selection criteria.Daytime phone numbers are vital to make appointments for an interview in the event that you are shortlisted.A copy of your current Victorian Institute of Teaching card will be required if successful.Conditions of EmploymentAll 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 preemployment 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 BenefitsPayments and support on offerA commencement incentive payment (prorata for positions less than fulltime) to the amount of $50,000 (beforetax).Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.$10,000 (beforetax) retention payments (prorata for positions less than fulltime), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (beforetax). Each retention payment is subject to successful completion of employment milestones.TFI candidate eligibility criteriaThe successful candidate must be a new employee to this school.The successful candidate is committing to a minimum of 2 years of employment at this school.The successful candidate must not have previously received $50,000 (beforetax), or more, in commencement TFI payments within the last 5 years.The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), 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 Edition3 Remoteness Areas.Where 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 Edition3 Remoteness Areas.Qualification RequirementsThe person must have provisional or full registration approved by the Victorian Institute of Teaching; andIf the person completed an Australian postgraduate level initial teaching program or course of study on or after 1January2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program 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) program after 1July2016 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 program completed by the person). #J-18808-Ljbffr