Digital Technology Classroom Teacher (TFI 292) - Melton Secondary College

  • Victoria State Government - Education and Training
  • Melton VIC, Australia
  • 13 Sep, 2021
Full time - Permanent Teaching - Secondary

Job Description

Job ID: 1239202
Location: Melton Secondary College
Department: Melton Secondary College
Role Type: Secondary Teacher/Targeted Financial Incentive
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Classroom Teacher
Apply By: 10/02/2021

Other Information
Begin Date: 01/28/2022
End Date: 
Hours: 38.00
Contact Name: Emily Pearson
Phone: 0429 358 742
School Website:

Location Profile

Melton Secondary College is a large co-educational government secondary school for students from Years 7 to 12 with a population of approximately 1300 students and 170 staff.

Our vision is for a flourishing learning community achieving high levels of academic growth and bright futures for every student. This vision statement captures the ambition our community shares for educational excellence. It guides our commitment to student achievement, engagement and wellbeing and the impact of our work is evident through steadily improving student outcomes. These results have been achieved through the development of a guaranteed and viable curriculum, rigorous and purposeful pedagogy, the inclusion of genuine student voice, leadership and agency, and a positive learning environment based on our STARR Values of Success, Teamwork, Ambition, Respect and Responsibility. We celebrate the richness of our multi-cultural community and were the 2019 recipient of the Victorian Multicultural Excellence School Award.

The college articulates a strong sense of purpose and a commitment to building cycles of success and confidence for every student. Teachers work collaboratively in Professional Learning Teams, using assessment data to inform planning and the High Impact Teaching Strategies to maximise student learning growth. Professional learning is ongoing, embedded in the core work of practice and remains focused on improving student outcomes. The college has a strong culture of peer-to-peer coaching in the pursuit of continuous improvement, participates regularly in collaborative projects and improvement initiatives with the local community, network schools, tertiary institutions and DET Victoria.

Differentiated learning approaches are available for individual students in every class and through the High Ability Program, Getting Ready in Numeracy (GRIN), Literacy Interventions programs and Flexible Learning Option satellite campus. There is a school wide focus on the development of literacy, numeracy and STEAM (Science, Technology, Engineering, Arts and Math) skills. An iPad program has been established in partnership with Apple Education and is being successfully implemented across the curriculum.

A large team of Education Support staff work closely with teachers in a range of settings and functions to support student learning. This includes wrap-around student support teams, such as our Wellbeing, Community Liaison, Learning Support, Interventions and Careers teams.

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-curricular 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 classrooms 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.


Information Technology/Computer Sciences

School Type


Job Closing Date

02 Oct, 2021