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.

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.

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.

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.

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).

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: brett.west@education.vic.gov.au

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.

Swinburne Senior Secondary College is a co-educational government secondary college which caters for Years 11 and 12 students.  The College offers Victorian Certificate of Education (VCE), Vocational Education and Training (VET) and Vocational Major (VM) in a setting that enables students to focus their learning around the values, attitudes and needs of young adults.

The College’s purpose is:

• to provide innovative and relevant VCE, VET and VM senior secondary programs in response to identified needs
• to take into account the spectrum of individual differences that exists among students and help each student achieve growth, both academically and on a personal level
• to redress disadvantage and discrimination so that all students, irrespective of gender, gender identity, sexuality, presentation, ethnic origins or socio-economic background, are provided with a curriculum that is challenging, comprehensive and purposeful
• to provide post-secondary pathways, advice and support.

The following values are seen as being central to the life of the college.  We aim to apply these values in our everyday dealings with each other and in the development of our programs and policies:

• Respect
• Responsibility
• Commitment

These values are supported by the behaviours that we believe are crucial to ensuring that our purpose is achieved:
 

• Positive relationships including acceptance of diversity and inclusivity.
• High expectations
• A relevant and inclusive curriculum
• Engaged and responsible students
• Quality facilities
• Genuine participation
• A supportive and stimulating environment

The College strives to provide students with extensive and diverse post-secondary pathways.  Students are enrolled in VCE, VET and VM, accessing subjects across all disciplines.  The College provides an alternative choice for senior secondary students seeking greater breadth of VCE choice, a more adult setting which better suits their emerging needs or simply a new start.

Students are attracted from all parts of Melbourne and beyond, and from all education sectors, to our strong Visual and Performing Arts, Design and Technology and Humanities programs, and wide curriculum offerings in Science, Mathematics and Commerce.  Students choose Swinburne because they are seeking an adult-like learning environment where they can be accepted as individuals.  Accordingly, the College takes into account individual student difference and strives to provide all students with a curriculum that is relevant, challenging and comprehensive.

Students may commence their enrolment at the College in Year 11 or Year 12.  They have access to a broad range of some 38 VCE Studies, VM at Intermediate and Senior Levels and VET programs.  The College hosts 17 VET programs on each evening throughout the week (excluding Friday) and all day on Wednesday.  Students may also choose from 16 other programs through the Inner Melbourne VET Cluster (IMVC) and travel off site to study these.

Over the past ten years, the College enrolment has averaged 420 students.  Currently, the College enrolment is 429 students comprising 256 females, 140 males and 33 self described.  There is an expectation that the enrolment will grow towards the mid to high 400’s in coming years.  The vast majority of students were born in Australia (98%).  Students come from a wide range of localities in the greater metropolitan area and beyond with some 150 postcodes being represented.  Historically, approximately just over half or our students transfer to Swinburne from other state government schools and the other half were previously enrolled in schools in the independent and Catholic sectors.  The overall socio-economic profile, based on the College’s Student Family Occupation Index is high.

The combination of the diversity of students’ backgrounds and experiences at former schools, and the fact that they might attend the College for only one or two years, tends to complicate the task of building a strong College ethos. This factor is somewhat ameliorated as all students at the College are senior students who are provided with an adult-like environment and are expected to function as ‘independent, creative and thoughtful’ young adults.

The College is led by the Principal and one Assistant Principal.  The College has 30 teaching staff (including four Leading Teachers and two Learning Specialists), of whom eight are part time.  The College also has six sessional VET teachers and seven full-time and four part-time Education Support Staff.  

The College advises that many VCE teachers are involved with the Victorian Curriculum and Assessment Authority (VCAA) as curriculum consultants and writers, taking positions of responsibility in VCE policy, assessment and professional development.  The College encourages this involvement believing Swinburne students are advantaged by such expertise.

Over the past ten or so years, the College facilities have either been rebuilt or refurbished.   Consequently, students and staff enjoy first class facilities that provide an exceptional young adult learning environment.  In particular, the exemplary learning spaces in the visual and performing arts and design and technology are powerful inducements to prospective students looking for studies in these studies.