Wood/Metal Design Technology Classroom Teacher (Classroom Teacher)

Job posted: 06/09/2023
Applications close: 02/10/2023 (Midnight)
11 days remaining

11 days remaining

Job Description

Location: Gippsland | South Gippsland

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

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1365651

Reference: 1365651

Occupation: Teacher

Salary Range: Salary not specified

Work location: Gippsland | South Gippsland

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:



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

Our College is located in Foster, approximately 2.5 hours from Melbourne CBD.

Students at the College live in and around Wilsons Promontory National Park, the Wilsons Promontory and Corner Inlet National Marine Parks, Nooramunga Marine and Coastal Park, State forests, farming, fishing, hospitality, conservation, recreation, health and education are major industries, supporting a vibrant community rich in sporting, arts and cultural activities. The environment is highly valued by the community. The Corner Inlet area attracts many people who choose the lifestyle offered in such a rich natural area.

The College maintains an enrolment of 280 students and aims to cultivate all of the advantages inherent in being a country secondary college, most particularly, in the creation of an intimate, caring and nurturing learning environment where the potential of the individual is optimized. The College maintains a staff of 42 people, including teaching and non-teaching staff.

Our school has worked tirelessly over recent years to institute a comprehensive plan to improve the quality of teaching and learning and this has resulted in significant improvement in various aspects of our school¿s data. Foster Secondary College achieves excellent results in NAPLAN data, Student Attitude To School data and VCE data. In all of these areas our school has outperformed like schools as well as the state average. In 2021, our school had the best VCE results for a Government school in all of the Gippsland Region. This was celebrated in the local press.

The curriculum at Foster Secondary College is designed to offer depth in student learning and meet the demands of breadth in choice as we prepare students for a life of education after they finish school. The College has introduced the Victorian Essential Learning Standards (VELS) from Years 7 ¿ 10 and is continually engaged in developing new courses that reflect both VELS and the assessment of, for and as learning pedagogies that are inherent in VELS.  Students in Years 10 ¿ 12 may access Victorian Certificate of Education (VCE) subjects, Vocational Education & Training (VET) courses or enrol in the Victorian Certificate of Applied Learning (VCAL) program.

While there is some overlap in these different courses at post-compulsory stage of learning, the College has formed key partnerships through the VET cluster, the Bass Coast South Gippsland Local Learning and Employment Network (LLEN) and with neighbouring schools to enhance delivery options for students. While VCE results vary in some years according to the cohort of students, Foster Secondary College consistently enables students to reach their potential and has a very strong record in achieving tertiary placements in universities and TAFEs, apprenticeships and employment for Later Years students.  In 2021 we were the top performing Government school in all of Gippsland. 

Wood/Metal Design Technology Classroom Teacher (Classroom Teacher)

Job type:

Full time / From 29/01/2024

Job classification:

Classroom Teacher


Dean Duursma | 0419 744 058

Wood/Metal Design Technology Classroom Teacher (Classroom Teacher)