Classroom Teacher Science to Year 12

  • Victoria State Government - Education and Training
  • Melbourne VIC, Australia
  • 11/01/2021
Part time - Fixed Term Teaching

Job Description

Location Profile

Cheltenham Secondary College is well reflected in the statement: "Tradition and Excellence in a Caring, Disciplined Environment"

Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 co-educational college of approximately 1000 students. The college motto is 'Health and Learning'. The college is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens of Australia and the World.

The college values personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and e-learning.

The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by several forms of public transport, including bus services and the Cheltenham and Moorabbin railway stations.

Many enrolments are from outside the College's designated zone. During the last few years, student enrolments have stabilised at about 950. Enrolments also include a cohort of overseas fee paying students thus adding further to the multicultural nature of the college. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation (SFO) Index is reducing slightly.

Cheltenham Secondary College has a dedicated, well-qualified staff who are committed to the best outcomes for students and who support the ethos of the College. There is low turnover of staff.

Students are grouped horizontally in year levels and managed in three sub-schools (Year 7, Years 8 & 9, Years 10-12). The College maintains traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure. It provides a common and comprehensive program to Middle School students, who are assisted by trained Peer Support Leaders, student coaches and a welcoming community. Cross and co-curricular activities are part of the Middle Years program. The Middle School program continues to provide students with a common core while allowing them to begin specialisation in their chosen areas, leading to their final choices of a senior school program that provides them with their academic, vocational and traineeship post-secondary needs. Years 10 and 11 students undertake work placement. Some students participate in Vocational Education and Training (VETis), in University Enhancement programs and a significant number of students study a Language other than English (LOTE) outside normal school hours with external providers. The Year 12 pass rate is very high and the vast majority of students go on to tertiary study. The school also runs an Intermediate and a Senior VCAL program. Some students take up apprenticeships and traineeships or transfer to a senior campus college after Year 10.

Cheltenham provides students with many opportunities to develop their talents outside of the classroom. An extensive co-curricular activities program exists.

The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council, Form Captains, and an invaluable peer support program.

A sister school exchange exists which expands the opportunities for students; this is an interstate exchange which focuses on competitive and co-operative programs in sport, culture and the arts.

The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees and the Parents and Friends Association. The College has strategic links with the City of Kingston, Kingston and Districts Netball Association, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.


The college’s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do.

Cheltenham Secondary College provides a balanced and relevant education in an encouraging and nurturing way.

This is presented in a helpful, friendly and safe environment, with staff being approachable and receptive.

The College develops an environment which promotes responsible personal values, a respect for the law, school rules and school and personal property.

As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.

Development of personal excellence and willingness to participate is encouraged and acknowledged.

The College fosters a sense of pride in self and Cheltenham Secondary College and a willingness to excel, in turn inspiring team spirit.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

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

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


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.


Biology, Chemistry, Physics, and other Sciences  

School Type