Maths/Science Teacher
State Government of Victoria, Australia
Job Description
Cranbourne West Secondary College is a Supported Inclusion School situated in the rapidly growing suburb of Cranbourne. The college has 1,980 Year 7 enrolments and a total student body of 2,000 across Years 7‑12. The school provides state‑of‑the‑art facilities in STEM, Visual Arts, Physical Education and Performing Arts to support the learning needs of all students.
Commitment to Excellence and Inclusion
The college delivers the highest quality of education for all learners. As a Supported Inclusion School, it fosters a culture of inclusion, allowing students with special needs to learn alongside their peers in flexible classroom arrangements and stand‑alone classes where required.
School Vision and Values
Cranbourne West Secondary College fosters a love of learning, respects inclusion, diversity and Indigenous heritage, and aspires to continuous improvement. Our motto, "Diversis Viribus" – Strength through Diversity – guides our commitment to produce resilient, productive, and cooperative members of the community.
Acceptance – acknowledging and valuing differences.
Sincerity – openness and truthfulness.
Perseverance – persistence and tenacity.
Inclusion – welcoming all.
Respect – mutual respect for self, others and the school environment.
Excellence – continual improvement and high standards.
Selection Criteria
- SC1 Demonstrated knowledge of the relevant curriculum, including literacy and numeracy skills, and experience responding to student learning needs.
- SC2 Experience planning and implementing high‑impact teaching strategies, guided by student learning, and evaluating the impact on student growth.
- SC3 Experience monitoring and assessing student learning, using data to inform practice and providing feedback to students and parents.
- SC4 Interpersonal and communication skills, establishing collaborative relationships with students, parents, colleagues and the wider school community to support learning, wellbeing and engagement.
- SC5 Behaviours and attitudes aligned with Department values, reflective practice and participation in professional learning to improve teaching quality.
Role
The classroom teacher classification comprises two salary ranges – Range 1 and Range 2. The primary focus is the planning, preparation and teaching of programs to achieve specific student outcomes. Teachers engage in critical reflection and inquiry to improve knowledge and skills to effectively engage students and enhance learning.
As teachers gain experience, their contribution to the school program beyond the classroom increases. All classroom teachers may undertake additional duties beyond rostered teaching, provided these are appropriate to their salary range, qualifications, training and experience.
Classroom Teacher Range 2
Range 2 teachers play a significant role in improving student performance and educational outcomes, contributing to policy and priority implementation. They focus on increasing staff knowledge of student learning and high‑quality instruction, aiding the school’s definition of quality teacher practice.
Range 2 classroom teachers are 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 critical reflection and capacity building.
- Provide expert advice on content, processes, and strategies that shape professional learning.
- Supervise and train one or more student teachers.
- Assist staff in using student data to inform teaching approaches that enable targets related to improving student learning outcomes.
Classroom Teacher Range 1
The primary focus of the Range 1 classroom teacher is further developing skills and competencies to become an effective classroom practitioner. Teachers operate under general direction within clear guidelines, are accountable for program delivery, and may supervise or train student teachers.
At Range 1, teachers participate in policy development, implement school priorities, and address classroom management, subject content, and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels.
Range 1 teachers also assist in project teams and co‑curriculum activities.
Responsibilities
- Direct teaching of groups of students and individual students.
- Contributing to the development, implementation and evaluation of a curriculum area or other program within the school.
- Undertaking 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.
Diversity and Inclusion
The Department is committed to diversity and inclusion and developing a workforce that represents the community it serves. We value diversity in all forms – culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply.
- All staff have access to a broad range of employment conditions and working arrangements.
- Successful appointments are subject to satisfactory pre‑employment checks.
- A probationary period may apply during the first year of employment.
- Detailed information on terms and conditions is available on the Department’s Human Resources website.
Applicants seeking part‑time employment are encouraged to apply for any teaching service position and request a reduced time fraction, which will be negotiated on a case‑by‑case basis and subject to operational requirements.
Child Safe Standards
Victorian government schools are child‑safe environments. All staff are committed to protecting students from abuse or harm in accordance with legal obligations, including child safe standards. The department’s Values – Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights – underpin behaviours expected of all staff.
- All staff have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants is subject to satisfactory pre‑employment checks.
- A probationary period may apply during the first year of employment.
- Detailed information on terms and conditions is available on the Department’s Human Resources website.
Qualification Requirements
- The person must have provisional or full registration approved by the Victorian Institute of Teaching.
- If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education program recognized by an Australian State or Territory Teacher Regulatory Authority.
- A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.