Japanese Teacher

Department of Education Victoria – Melbourne VIC

2d ago , from Department of Education & Training Victoria

Sunbury College is a vibrant, inclusive and community-minded secondary school located in Melbourne¿s north-west growth corridor, approximately 35 kilometres from the CBD (30-minute drive). Proudly serving Sunbury and surrounding communities, the College is guided by the values of Respect, Resilience, Responsibility and Endeavour, which underpin our commitment to academic growth, personal development, wellbeing and connection.

With an enrolment of approximately 1030 students, Sunbury College offers a supportive and engaging learning environment where students are known, challenged and encouraged to thrive. Sunbury College envisions our students as engaged learners and independent thinkers that are met at point of need as partners in their learning ¿ where education matters, emotional, social and physical wellbeing is nurtured, and pathways for all students are maximised.

Our staff are professional, collaborative and committed to continuous improvement. The College has a strong and energetic staffing profile, combining experienced teachers with early-careers teachers, supported through a culture of collaboration, professional learning and instructional leadership. Our Collaborative Teacher Teams, middle leadership structures, mentoring, and Graduate Teacher Development Program help ensure staff are well supported to develop their practice and contribute meaningfully to whole-school improvement.

Sunbury College provides a comprehensive Years 7¿12 curriculum, including VCE, VCE-VM and VET options, with a strong focus on maximising pathways for every student. The College has fully implemented the senior secondary reforms and continues to support students to access further education, training and employment opportunities through purposeful counselling, transition support and pathway planning.

The College is organised around three sub-schools ¿ Years 7¿8, Years 9¿10 and Years 11¿12 ¿ and four Houses, providing a strong sense of belonging and continuity of care. We offer well-established co-curricular programs, with strong student participation and success in sport, the performing arts, student leadership and a wide range of student engagement activities.

Set on eight hectares, Sunbury College has well-established facilities that have undergone significant modernisation. Our classrooms support contemporary learning and provide staff and students with high-quality learning spaces.

The College¿s 2026¿2030 School Strategic Plan (SSP) focuses on improving student learning, wellbeing and engagement through evidence-based, scaffolded and responsive teaching practices, supported by strong whole-school wellbeing and inclusion structures.

Key priorities of the new SSP include the continued development of consistent whole-school teaching and learning practices aligned to the VTLM 2.0, alongside a guaranteed and viable curriculum and explicit literacy and numeracy instruction across learning areas. The College is also strengthening its Multi-Tiered Systems of Support, including SWPBS, Disability Inclusion practices, Pastoral Care and targeted attendance and engagement strategies, to ensure all students are connected, supported and able to succeed.

Sunbury College is a school with a strong sense of purpose, a deep connection to its community and a clear commitment to improving outcomes for all students. Staff joining our College become part of a collaborative, values-driven and forward-looking team focused on high expectations, strong relationships, inclusive practice and meaningful professional learning growth.

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 pedag

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