Secondary Food Technology Teacher (time fraction negotiable b/w 0.6 and 1.0) Fixed Term

Job posted: 09/07/2024
Applications close: 29/07/2024 (Midnight)
7 days remaining

7 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 28/01/2025 - 25/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1423944

Reference: 1423944

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Location Profile

Charles La Trobe P-12 College is a diverse and inclusive learning community. We build the capacity of all our learners to achieve their personal best. The work of teachers is driven by commitment to our instructional model and Teaching and Learning Charter. Our teachers understand their students and expect that they will achieve to their full potential.  We offer education programs that cater for students¿ diverse interests to promote engagement in learning this enables each student to achieve to their full potential. The Berry Street Education Model (BSEM) is the foundation for our approach to wellbeing and engagement, and Ramon Lewis' Developmental Approach to Classroom Management guides our work with classroom and behaviour management.

Our College is a complex, diverse and vibrant organisation, where we ensure each part of the organisation thrives as a unique setting, while building powerful connections to each other.

The La Trobe Campus currently has 427 enrolments, across P-12, and an SFOE of 0.4704. The staff structure comprises a College Principal, three Assistant Principals ¿ two of whom lead P-6 and 7-12 respectfully ¿ four leading teachers with responsibility for wellbeing, engagement, attendance, behaviour, teaching, learning and curriculum, a learning specialist with responsibility in the wellbeing and engagement area, 44 teachers, two social workers, a library technician, a social cohesion officer, a speech pathologist, mental health practitioner, two African Community Liaison officers and a number of teacher and integration aides.

In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills and VCE and VCE VM, we offer a broad range of enriched I.T. opportunities including STEM Club, Minecraft, Animation Club, Astronomy Club and Media Club. Our STEM programs prepare students for the future world of work, in which creativity and problem solving will be critical skills.  Our Primary School operates a Kitchen Garden Program. While we have some open learning spaces, most teaching is conducted in rooms which promote a safe and orderly learning environment.

Olympic Village Primary School is a campus of Charles La Trobe College, and is located in Heidelberg West.  The campus currently has an enrolment of 128 students, and a SFOE of 0.6014.  A grant of over $6 million dollars was received in 2018 to re-build the site entirely.  This building work was completed in September 2019.

Both campuses is are heavily invested and involved in the Science of Language and Reading (SOLAR) partnership with La Trobe University. Staff across the college work in Professional Learning Communities, additionally at the La Trobe Campus small teams of teachers work in Professional Engagement Teams (PETs) where they drive an Action Research Cycle to focus on improving student outcomes in frequent and regular rotations. 

While a relatively small secondary setting, we have a full VCE program ¿ offering 22 studies. We also offer the VCE VM at Year 11 and Year 12

We pride ourselves on being a community that welcomes all students and families; our Deaf Facility provides positive education experiences for secondary aged students who are deaf or have hearing impairments and the International Student Program supports our students to become members of the global community.

Engagement with the community and promotion of diversity are highly valued aspects of College life.  We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families.  Our Deaf Facility provides positive education experiences for secondary aged students who are deaf or are hard of hearing.  Our International Student Program supports our students to become members of the global community.

The inclusion of The Pavilion School campuses (East Preston and Epping) helps us to remember that everyone has a right to education, and that often that means we must differentiate and personalise learning to meet the needs of young people and families.

The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers.  It is supported by the leadership and governance of Charles La Trobe College and has two campuses, one in Preston and one in Epping.  Pavilion students present at school with a range of behavioural difficulties and risk factors, and every class is supported by wellbeing staff.  At The Pavilion School, students work in small groups and participate in the VCE Vocational Major through to year 12.

Teaching staff at the Pavilion work in professional learning teams and teach across Literacy, Numeracy, Work Related Skills and Personal Development subjects.  Pavilion staff have a proven ability to work with high-risk youth and experience dealing with students with a complex range of personal issues. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the successful implementation of the Pavilion model can be maintained and enhanced.

Regardless of the setting, we are committed to providing enrichment education experiences for all our students. This goal is supported by our partnerships with La Trobe University and Quantum Victoria. Quantum Victoria is an important part of our College, and is one of six State specialist Mathematics and Science Centres. This partnership provides a breadth of Science and Mathematics extension and enrichment program for our students. Our partnership with La Trobe University includes:

·         Science of Language and Reading (SOLAR) ¿ the highly regarded Literacy Professional Learning pilot with Professors Pam Snow and Tanya Serry

·         Achieve at La Trobe  access to university subjects for VCE students

·         Prepare for La Trobe  free preparatory courses that include a non-ATAR entry alternative for both VCE and VCAL students

·         Extended Pre-service Placement an extended, application only pre-service program which stretches across the academic year

·         School Partnership Program an immersion program designed to promotes university as a post-school pathway for secondary aged students

·         Nexus an internship program for pre-service teachers

·         Industry Ph.D. we are sponsoring a Ph.D. candidate to complete research inside our school

At Charles La Trobe P-12 College we believe every student should be supported to learn to their full potential: to achieve their best and to be their best.

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

The following should be included:

·                specific response to the key selection criteria and position details.  

·                A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.

·                A CV with a summary of experience and qualifications.

·                The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria. 


Please note: The selection panel may contact referees other than those listed.

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.

Secondary Food Technology Teacher (time fraction negotiable b/w 0.6 and 1.0) Fixed Term

Job type:

Part time / From 28/01/2025 - 25/01/2026

Job classification:

Classroom Teacher


David Morris | 94573584

Secondary Food Technology Teacher (time fraction negotiable b/w 0.6 and 1.0) Fixed Term