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.

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

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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.

Lake Bolac College is an outstanding P-12 school, located 90km west of Ballarat in the rural heart of the south-west. We are an inclusive school that embraces learning across the lifespan.  Our vision is ‘to support and challenge every individual to have a passion for learning, to strive to do their best and to be friendly and happy’.  Our school values: Achievement, Respect and Resilience are embraced by the school community and at the core of our daily practices. A kindergarten is located within close proximity and family day-care operates on site. The College is a central hub for the Lake Bolac Community and situated at the edge of the picturesque lake.

Lake Bolac College is committed to educating the whole child. We build engagement through purposeful, student centred learning that emanates from agreed best practise with a strong emphasis on high quality Literacy and Numeracy instruction. Being the only state school servicing the town and surrounding areas, Lake Bolac College offers a comprehensive and intensive curriculum with a range of pathways to meet the interests and needs of our students. Students are offered a wide range of learning experiences from specialist teachers across the school. We offer both VCE and VCAL options for senior students and coordinate with service providers to offer VET and SBL (School Based Apprenticeship) opportunities to senior students as part of their chosen career pathways.

Lake Bolac College is dedicated to achieving ongoing improvement in learning outcomes for its students. To achieve this there is a continual focus on the development of teacher practice and efficacy. All teachers are engaged with Professional Learning Communities (PLC’s) that follow the improvement cycle and have a foundation in the sharing of best practice and research. College leadership teams continue to seek out cutting edge professional learning experiences for the development of teacher practice and pedagogy.

All teachers are involved in our innovative Mentor Program which offers small group, cross-age tutoring in our school values, Respectful Relationships and general wellbeing. Our whole school approach to school events and activities has encouraged a strong P-12 culture, steeped in strong family values and community engagement.

The welfare of our students is a high priority. Lake Bolac College is a child safe school which actively promotes the safety and wellbeing of all students. All school staff are committed to protecting students from abuse or harm in the school environment, and are required to adhere to the schools Child Safe Policy and Child Safe Code of Conduct.

Lake Bolac College offers an extensive extra-curricular program which includes camps for students in all year levels, instrumental music lessons, school productions/performance opportunities, life education, and student-led planning of community events such as our annual ‘Family Fun Day’. The College celebrates student leadership and milestones with both a Year 6 and Year 12 graduation dinner, a whole-school awards evening and weekly awards celebrating student demonstration of the school values. Lake Bolac College has a strong history of sporting success and values the positive impact of health and fitness on learning.

We currently have 120 students, 15.4  EFT teaching staff and 6.8 EFT education support staff. The College has an SFO rating of 0.6875.

Located on the edge of Lake Bolac, the College makes use of the Lake and surrounding rural environment. The buildings and grounds of the College are ample and well maintained. The College also enjoys sharing nearby community facilities including the Aquatic (Boat) Club, Swimming Pool, Golf Course, Bush Nursing Centre, Local Hall, Information Centre and Library.