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.

Pascoe Vale Girls College is a Year 7-12 secondary school located in the northern metropolitan suburb of Pascoe Vale. Students are drawn from a wide geographical area. There is a broad diversity of cultural and language backgrounds.

“Empowering Young Women” is the school’s mission and provides the framework for our learning community. We are committed to providing students with the opportunity to succeed as learners and as competent and confident citizens who can make a valuable contribution to a global society. Our college values of Respect, Diversity and Achievement reflect community expectations and provide a foundation for relationships and actions within the school community.

A new School Strategic plan developed for 2020 – 2023 is centred on building practice excellence and developing a positive climate for learning. As a learning community we will focus on:

• Optimising learning growth and achievement for every student
• Enhancing student engagement through developing a culture of high expectations for teaching and learning
• Increasing teacher capacity to implement evidence based high impact teaching strategies and developing differentiated curriculum to improve student learning outcomes
• Developing a positive climate for learning where students flourish and are empowered through agency, voice and leadership

The college leadership structure has recently been reviewed to align with new Strategic Plan priorities and lead improvement in student achievement, engagement and wellbeing.  The Principal Team comprises the college Principal and two Assistant Principals all with a collective responsibility to improve student outcomes. Assistant Principals mentor Sub Schools and oversee portfolios across Teaching and Learning, Student Wellbeing and College Operations. Leading Teachers have responsibility for Sub Schools, Literacy, Numeracy, Student Achievement and Engagement and the development of a Positive Climate for Learning. Learning Specialists work across the college to model excellence in teaching and build practice excellence. Professional Learning Teams support regular professional collaboration and are pedagogy-focused.

Pascoe Vale Girls College provides a safe and supportive learning environment that encourages all students to succeed. Our Learning Model is informed by current educational research with teachers and students sharing responsibility to achieve positive learning outcomes. There is a comprehensive curriculum providing core subjects at Years 7 – 10 with an extensive elective program to enhance student learning at Years 9 – 10. The college SEAL program provides stimulating learning experiences that challenge, extend and develop the gifts and talents of students by offering acceleration and enrichment Year 10 students can accelerate their learning with access to VCE and VET studies. The college offers a broad range of VCE subjects and VCAL programs at Intermediate and Senior levels. The percentage of students engaged in further education or training once leaving the school has increased in recent years and is significantly higher than the regional and state average.

Literacy and Numeracy programs operate at Years 7 – 10 with evidence based teaching and learning strategies utilised to engage students and enhance learning. The City Experience Program at Year 9 provides students with a stimulating and challenging learning environment which enhances their learning experience.

The college operates two sub-schools, Years 7-9 (Middle School) and Years 10 -12 (Senior School). A College Wellbeing team works across sub schools to support student achievement, engagement and wellbeing.

An extensive co-curricular program offers students the opportunity to engage with the school community and challenge themselves both personally and academically. Students experience success in the College Student Leadership program, Instrumental music, visual and performing arts, public speaking and debating, interschool sport, camps, STEAM , community based development programs including the St John Youth Ambulance program and through our sister school relationship with Toyota Higashi High School in Japan. These programs and opportunities contribute to student learning success by engaging students and building a sense of connectedness.

The college has committed to improving physical resources with the creation of new spaces for Vocational Education, Student Wellbeing and teacher collaboration. A new College Performing Arts Centre, Food technology and Music facilities provide specialist learning spaces and enhance links to our community.

Commitment to Child Safety

Pascoe Vale Girls College is committed to child safety. Our school actively promotes the safety and wellbeing of all students, including the needs of Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities and vulnerable children. 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.

For further information regarding the college vision and values, strategic priorities curriculum and instructional framework please visit: www.pvgc.vic.edu.au or contact the college Principal, Kay Peddle.

Thank you for your interest in Pascoe Vale Girls College.