Secondary Visual Arts Teacher - Ongoing (Classroom Teacher)

Job posted: 13/09/2023
Applications close: 26/09/2023 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 29/01/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1367885

Reference: 1367885

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern 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

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

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:

 Child Safe Standards: Policy | education.vic.gov.au

DE Values

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:


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

The Lakes South Morang College is a dual campus school of approximately 700 students (350 students on each campus) situated in the north of Melbourne and is part of the outer north corridor in the City of Whittlesea. The College comprises a diverse community with a representative mix of many cultures. There are at least 30 languages spoken by our families and 180 students from EAL backgrounds. The School Family Occupation Employment (SFOE) index score is 0.3820 on the Primary Campus and 0.4626 on the Secondary Campus.

The College employs approximately 90 staff members, comprised of: four Principal Class Officers; 56 teachers; and, 30 Education Support staff. Of those, 25 teachers and 22 Education Support staff members worked in a part time capacity. The College employs one staff member who is of Aboriginal or Torres Strait Islander background. 

The breakdown of the Leadership Team has been strategically devised to equally cater for both campuses. This includes a College Principal and two Campus Principals. Roles are broken down and aligned in accordance to the DET FISO 2.0 dimensions to oversee the effective implementation of the human and physical resources of the College. There is a total of three Leading Teachers and three Learning Specialists, focused around Literacy, Numeracy, Senior School Provision and Wellbeing and Engagement.

The team embodies consultative and transparent models of shared responsibility and distributive leadership. The College believes this approach provides a strong foundation for improving student learning and learning opportunities across the school. The staffing mix has evolved with increasingly experienced teachers and professional maturity - reflected in the number of teachers who are now in the band two classification range. This has grown over the past year with the employment of experienced teachers at the senior school level.

The Lakes South Morang College is the name adopted by the school in 2019 to reflect the change to provide senior school. This shift was in response to the decision taken by the College community to offer studies through to Year 12. The school rebranded its motto to reflect these changes and has updated the school uniform policy to reflect a dress code that meets the expectations of the community it represents - all of which were guided through co-design and collaboration through input from students and families. The College does not have an overseas school program.

 Vision:  The college works as a team to support student inclusion, enhance respectful relationships and engage all students; to achieve learning success, build personal confidence and aspire to inspire others as leaders and global citizens.

Teaching Practice: Teachers work in collaborative teams to effectively plan and cater for differentiated and targeted learning ¿ Teachers will support and monitor student progress through the collection of accurate and effective data ¿ Teachers will deliver programs which reflect the needs of students and are aligned with current curriculum and whole school initiatives. The Learning Environment will be a stimulating, safe and supportive environment where students value their learning ¿ Will be engaging, inviting, show pride in student learning and celebrate student achievement.

School values: The College employs School Wide Positive Behaviour Supports (SWPBS) on primary and has implemented an inclusive Positive Behaviour Model on secondary which compliments the aims of SWPBS but has an older adolescent approach in order to enhance our positive school culture. Through this, four core values were selected via extensive consultation and collaboration with all members of the school community including students, parents and teachers. The four core values are Learning, Teamwork, Leadership and Respect. These values underpin all that we aim to achieve at The Lakes and represent the views and expected behaviours of our school community.

The College is strongly committed to building lasting and constructive relationships with a wide range of education providers, both local and global, that enhance opportunities for student participation in community programs, personal growth and leadership.  The Learning Streets on both the Primary and Secondary Campuses are a focal point for curriculum delivery and educators work collectively in learning teams to deliver quality teaching and learning focused on 12-month student growth for every student annually.

Reading literacy was the key initiative on the Primary Campus to support the intervention strategies introduced in tandem with the NEMA Literacy Partners in 2018.  NAPLAN results indicate that our students have since made significant improvement in their assessment data particularly in reading literacy.

Developing the senior school program studies and senior provision administration has been the focus on the Secondary Campus with the first year 12 cohort scheduled to complete secondary studies in 2022.  Supporting resources including the appointment of specialised teaching staff, infrastructure to address curriculum programs and older adolescent wellbeing  programs underpin the integral change to senior provision.

The innovative use of technologies is embedded in all areas of the curriculum to support the development of every student in reaching their full potential. The College has embarked on 1:1 technology for every student.  Ipads in primary and notebooks n secondary. The Technology building is central to studies in product design and technology, robotics and the sciences. The college employs a laboratory and food technician to support the preparatory/curriculum needs of teachers.

Secondary Visual Arts Teacher - Ongoing (Classroom Teacher)

Job type:

Part time / From 29/01/2024

Job classification:

Classroom Teacher


Bill Panas | 9401 3919

Secondary Visual Arts Teacher - Ongoing (Classroom Teacher)