SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment

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.

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must: 

• have completed their course requirements and graduated in the last 4 years, and
• not be employed as a teacher by the department at the time the advertised position is to commence

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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 marrung@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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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.

Eligibility for incentive payments:

• The successful candidate is committing to a minimum of 1 year employment at this school
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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.

Carwatha College P-12 is an outstanding school located in Noble Park North providing for students from Prep to Year 12 on one site.  

We also provide exceptional support for all new staff, offering a buddy system and a comprehensive induction program.  Our school consistently achieves excellent results across all measures, including learning data, staff opinion data and student data.  Refer our Annual Report. 

Prospective applicants are offered the opportunity to meet the Principal and take a school tour at a convenient time.

We would love to have you join our team.

The P-12 nature of the school has been well accepted by the local community, who have embraced the concept of a ¿college for the whole family¿.   Student and parent opinion surveys indicate high levels of satisfaction with the school overall. The P-12 nature of the school also allows for many opportunities for staff and students to work together, underpinned by our values ¿ Respect; Commitment; Teamwork and Excellence.

One of the great strengths of the school is its multi-cultural population, with 68 nationalities represented, bringing a rich variety of cultural traditions and values and an exceptional environment for developing understanding and tolerance of others.   Many of our newly arrived migrant families, some of whom are refugees, have special needs, and the school endeavours to support these students and families holistically.  The school¿s SFO index is 0.69 and 63% of our students come from a language background other than English. The school has a very strong culture of care and support for its students, experienced and committed wellbeing staff and a broad range of wellbeing programs.

There is a strong commitment from staff to improve student outcomes.  The major focus has been on personalising the learning for our students.  This has involved ongoing professional learning for staff, with particular focus on the importance of building and maintaining positive relationships with students, using and interpreting data to identify students¿ point of need and developing, implementing and evaluating strategies to cater for the individual learning needs of students and using a range of assessment and feedback strategies.  Our ¿whole school approach¿ to student management and engagement ensures an orderly environment to support improvements in learning.

We offer a comprehensive and inclusive curriculum program, focusing on laying the foundations from Prep to Year 2; building breadth and depth from Years 3 to 6; consolidating learning and preparing for senior years in Years 7 to 9; and establishing pathways and looking to the future in Years 10 to 12.  All of our students undertake the VCE over 3 years, beginning in Year 10, as part of our innovative ¿V3¿ program.  We offer the full range of pathways options (VCE, VETiS and VM).  We have consistently high retention rates and high rates of entry into tertiary studies, further training or employment when our students leave school.

We are co-owners of a Trade Training Centre, built in partnership with Chisholm TAFE and 4 other local secondary colleges, located at the Chisholm TAFE site in Dandenong.  This has further expanded the pathways options available to our students.

Carwatha also offers a wide range of co-curricular programs, including instrumental music, sport, public speaking, choir, school productions, presentation balls, variety nights and concerts.  Students also have the opportunity to enter a range of subject and other competitions.

Carwatha College P 12 in the past 3 years has introduced a High Achievers Program and Football Academy to meet the needs of its students. These programs are designed to meet the needs of our students and ensure they achieve the best possible outcomes.

We also place strong emphasis on student leadership, with students at all year levels having the opportunity to take on leadership positions, including Junior School Council, SRC, House Captains, Form Captains, College Captains, Sport Captains; Performing Arts Captains, Environment Captains; flag monitors and School Council representatives.  All students in Year 9 participate in a Community Leadership program.

The school has actively sought ongoing and committed partnerships with industry, universities, TAFEs and community organisations.  These include long term partnerships with Australian Business and Community Network (ABCN), Deakin University and Chisholm TAFE, together with a broad range of community and wellbeing organisations.  These partnerships have been of great benefit to our students and our school.

As a community of learners, we are very proud of our College and of the opportunities and outcomes available to our students.