7-12 Mathematics Teacher (TFI 225) - Birchip P-12 School

  • Victoria State Government - Education and Training
  • Birchip VIC, Australia
  • 04 Oct, 2021
Full time - Fixed Term Teaching - Secondary

Job Description

Job ID 1241638
Location Birchip P-12 School
Department Birchip P-12 School
Role Type Secondary Teacher/Targeted Financial Incentive
Subjects/Duties View Subject/Duties
Full/Part Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 10/24/2021

Other Information
Begin Date 01/28/2022
End Date 01/27/2025
Hours 38.00
Contact Name Andrew Sayle
Phone 03 5492 2287
School Website www.birchip.vic.edu.au

Location Profile
Birchip is located on the southern edge of the Mallee in North West Victoria. Birchip is 75 minutes from the large regional centres of Swan Hill and Horsham. We are a short journey from the mighty Murray River as well as Geriweld, (The Grampians). The population of Birchip Township is approximately 700 with an area population of 1000. Birchip P-12 School draws students from the neighbouring districts of Berriwillock, Culgoa, Nullawil, Beulah and Watchem. Birchip P-12 school is a Safe School.

We are a small Foundation to year 12 school with approximately 170 students and 35 teachers and support staff. We have extensive facilities including sporting facilities, gymnasium, a joint use school-community library, Trade Training Centres for Hospitality & Engineering and a subsidised 1: 1 notebook program for students from years 4 through to 12. A music programs is timetabled for all primary classes as well as instrumental music lessons for interested secondary students. The opportunity to perform in public are offered regularly throughout the year.

Birchip P-12 School and the Birchip community wish to create opportunities for our students, staff members and the district as a whole. These opportunities may take many forms, for example a daily two hour literacy block and one hour numeracy block enable our junior students to become literate and numerate. The Synthetic Spelling approach is used to teach students the sound and letter knowledge, morphology and conventions they need to be successful readers and writers of English. Students in need of assistance are given thorough other intervention programs such as Quick Smart, Getting Ready in Numeracy GRIN, and the Speech Therapy Assistance Program.

Students with vocational interests are given opportunity through two VET programs being offered on site and 25 other programs being offered in Horsham. Opportunity for workplace learning is available through structured work place and work experience programs. Our VCAL program is extensive, well organised and prepares students for further education or training. Birchip P-12 School is seen as an excellent provider of the VCE. Subjects we offer can be face to face or through an extensive video conferencing arrangement across Western Victoria. Career classes starting in grade 5 help students form early thoughts on career paths.

The middle years of education offer our students breadth across all seven key learning areas. In years nine and ten students are given choice in their learning programs through a broad range of elective subjects.

Birchip P-12 School has an extensive camps program beginning in Grade Two. We also offer the opportunity for students to travel to overseas destinations such as Europe, Cambodia Vietnam and Japan to broaden their educational experiences.
Through the excellent programs we offer and staff dedication to teaching and learning, Birchip P- 12 School data has consistently been recognised as being of a high standard. We are a School of Influence. There exists a clear direction in providing opportunity through quality learning experiences in a safe and nurturing environment far from perils of city living.

The underlying ethos of our school is to provide all students with opportunities. The opportunity to be productive and positive members of the communities in which they live. Our school values of aiming high, showing respect, displaying integrity, valuing diversity and displaying resilience are the foundations upon which our school community is built.

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.



School Type


Job Closing Date

24 Oct, 2021