Hindi Classroom Teacher

Job posted: 26/06/2024
Applications close: 21/07/2024 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1418562

Reference: 1418562

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

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.

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 marrung@education.vic.gov.au

Child 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:


DE Values

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:


Other Information

Please ensure:

1. That you address the Selection Criteria.

2. In your application, please provide the names and contact details [email, mobile phone number] of three professional referees.

3. Applications must be lodged on Recruitment online by the closing date.

4. Teachers who are native speaking in Hindi, but do not have Languages as a teaching method are able to apply for this position and if successful, will have built into their teaching load an opportunity to complete a Language Methodology course to support their capacity to teach this subject. 

5. Please refer to our website for further information.

Conditions of Employment

  • 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.

Location Profile

At Mill Park Secondary College, our primary focus is enhancing the academic, social, and emotional well-being of every student in our community. Our curriculum actively promotes creative thinking, encourages students to strive for excellence, and offers a diverse array of learning opportunities. We are a thriving school community that provides a wide range of outstanding programs.

Our college comprises approximately 1000 students across two campuses: the Middle Years Campus (Years 7-9) situated in Mill Park, and the Senior Campus (Years 10-12) located in Epping. We are deeply committed to the child safe standards, ensuring the safety and empowerment of children. We hold the values of safety, happiness, and empowerment for both students and our dedicated staff and volunteers in the highest regard.

At Mill Park Secondary College, we uphold four core values: Respect, Responsibility, Achievement, and Enjoyment. These principles serve as the foundation for all interactions among our staff, students, parents, and the broader community. Together, we work collaboratively to support the growth of our students academically, socially, and emotionally.

Our school is recognised as an exemplar for the Berry Street Education Model, specifically designed to foster the progressive development of students' physical, psychological, social, and emotional capacities. We prioritise the active involvement of students in our community, emphasising student voice and agency. Students actively participate in the co-development of our Teaching and Learning Model, Student Engagement Model, and School-Wide Positive Behaviour Support (SWPBS) Framework.

We strive to establish strong partnerships with families, recognising the valuable skills and values they bring to support student growth. Our dedication to open communication, a growth mindset, and individual goal-setting ensures that families are actively engaged in creating plans for student development.

Mill Park Secondary College offers an extensive and diverse range of curriculum options at all year levels. The Middle Years curriculum prepares students thoroughly for their Senior Years, where they have the opportunity to select from a wide array of electives. This allows them to specialise in areas that align with their interests and passions, including the Victorian Certificate of Education (VCE), Vocational Education and Training (VET), and Victorian Certificate of Education Vocation Major (VCE VM). Our school also has partnerships with both Latrobe University and Melbourne University, enabling students to complete university-level subjects while in Year 12.

For gifted and talented students, Mill Park Secondary College provides a Select Entry Accelerated Learning (SEAL) Program that commences in Year 7 and continues throughout secondary schooling. This program caters to students known for their accelerated learning abilities and capacity for exceptionally high standards of performance.

We offer a wide range of extracurricular opportunities in areas such as leadership, performing arts, music, sports, and various clubs to enrich the overall educational experience of our students.

Hindi Classroom Teacher

Job type:

Full time / From 28/01/2025 - 26/01/2026

Job classification:

Classroom Teacher


Sharni Mullin | 03 9407 9709

Hindi Classroom Teacher