What are the responsibilities and job description for the VCE English Language Teacher (Ongoing) position at Family Safety Victoria?
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Schools (Government)
Applications close Monday 3 March 2025 at 11.59PM
Overview
Work type: Full timeSalary: Salary not specifiedGrade: Classroom TeacherOccupation: TeacherLocation: CBDReference: 1465753
Location Profile
The Centre for Higher Education Studies (CHES) is a dynamic and vibrant centre-of-excellence for high-ability senior secondary students from government schools across Victoria, and VCE English Language is one of our four core VCE subjects. We offer comprehensive induction, professional learning and transition supports for new teachers to our team.
In Addition To VCE English Language Units 1 - 4, CHES Specialises In Three Other VCE Subjects To High-achieving Students Across Victoria
Background to CHES: The Centre for Higher Education Studies
CHES has been established by the Victorian Government to engage and meet the needs of high-ability students in the senior secondary years and to promote extension, enrichment and early access to university courses. CHES commenced programs in 2023 as a purpose-built co-educational school where high-achieving and high-ability students can find the support, structure and space to extend their learning beyond a mainstream program.
To access our programs, students are enrolled part-time from government schools across Victoria. CHES provides a suite of programs through our state-of-the-art facility and learning management systems. At CHES all teaching staff have responsibilities for the delivery of high-quality VCE programs and to actively support the wellbeing, engagement and academic progress of students.
Substantial professional learning opportunities and supports are provided to all new teachers on their appointment to a position at CHES. Our school values are Reach, Connection and Understanding and we pride ourselves on our collegiality, collaboration and support together with our relationships with partner schools and universities.
Contact Stewart Milner, Principal of CHES, for more information and to discuss this exciting role further or to arrange a visit to the CHES facility: stewart.milner@education.vic.gov.au.
Our website: https://ches.vic.edu.au/
CHES is a hub to enrich and celebrate student learning
The state-of-the-art CHES facility is a four-storey building located at 669 Chapel Street in South Yarra and features a state-of-the-art classrooms, auditorium for masterclasses and seminars, university-standard science laboratories, small group tutorial rooms, a professional learning space, and rooftop terrace. These learning spaces reflect the CHES hybrid approach to teaching and learning with the capacity to easily teach students on-site and online at the same time so that students can access our subjects from anywhere in Victoria.
In 2025 there are more than 600 students enrolled (part-time) in CHES subjects with over 20% participating from rural and regional Victoria.
Our unique curriculum programs
CHES is a senior secondary school specialising in Higher Education Studies, select VCE subjects, and Year 10 enrichment electives.
In partnership with universities, we also offer more than 20 Higher Education Studies, which are first-year university subjects that allow students to gain ATAR points and university credits while completing their VCE studies. These courses are taught and assessed by university academics and tutors.
Students who undertake a HES or VCE subject through CHES also have access to other student enrichment opportunities, which include seminars, masterclasses and networking with universities and industry leaders.
Students participating in CHES programs remain enrolled at their base secondary school and are supported to undertake a program through CHES as part of their VCE program. Working in close partnership with their schools, students are enrolled in a CHES course for a fraction of their timetable (students typically study just one or two subjects with CHES) with the remainder of their enrolment and timetable reflecting the subjects being completed at their base school.
Local network partnerships
CHES has established partnerships with a foundation network of five local schools (Mac.Robertson Girls High School, Melbourne Girls College, Melbourne High School, Prahran High School and Richmond High School) and those schools are also able to deliver their own VCE classes within the CHES facility when our spaces are not fully utilised for CHES programs.
CHES also leads professional learning for teachers in schools around Victoria on meeting the needs of high-ability students.
Modes of curriculum delivery
To enable students across Victoria to access CHES programs, including rural and regional students, CHES programs are accessible online through our virtual platforms as well as on-site. CHES uses a hy-flex delivery mode, so that classroom delivery, discussion and collaboration opportunities are available to those students who are engaging online. Comprehensive orientation programs and enrichment opportunities are available to students.
CHES hours
In terms of scheduling and work hours, it's important for candidates to note that while most of our lessons are scheduled during the normal school day (9.00am - 3.30pm or 9.30am - 4.00pm), we also hold a 90-minute `live lesson' for each of our VCE subjects from 4.30pm to 6.00pm on one afternoon per week and one 60-minute `live lesson' for each Year 10 elective once per week 4.30pm - 5.30pm, to enable as many students as possible to join the class after their regular school day. On those days, teaching staff commence work no earlier than 10.00am, for a 10.00am to 5.30pm/6.00pm workday. Additional flexible working arrangements are available for staff through discussion and negotiation with the principal, including opportunities to work from home.
Access to CHES
CHES is an award-winning 4 storey state-of-the-art facility with university-standard laboratories, contemporary classrooms, and comfortable workspaces. We are located centrally on Chapel Street in South Yarra. Consistent with other inner city vertical schools, there is no staff car parking available on-site but there is convenient access through a range of public transport options nearby.
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.
SC6 Demonstrated commitment to extending and supporting high-ability students and a capacity to teach in a hybrid online and on-site/in-person environment.
Role
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
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.
Responsibilities
The role of classroom teacher may include but is not limited to:
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
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ , disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Conditions of Employment
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.
Applications close Monday 3 March 2025 at 11.59PM
Posted 17 February 2025
Action
Contact
Stewart Milner
0411 615 786
Other opportunities
1119 jobs at Schools (Government)
Share this
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Schools (Government)
Applications close Monday 3 March 2025 at 11.59PM
Overview
Work type: Full timeSalary: Salary not specifiedGrade: Classroom TeacherOccupation: TeacherLocation: CBDReference: 1465753
Location Profile
The Centre for Higher Education Studies (CHES) is a dynamic and vibrant centre-of-excellence for high-ability senior secondary students from government schools across Victoria, and VCE English Language is one of our four core VCE subjects. We offer comprehensive induction, professional learning and transition supports for new teachers to our team.
In Addition To VCE English Language Units 1 - 4, CHES Specialises In Three Other VCE Subjects To High-achieving Students Across Victoria
- VCE Algorithmics 3 & 4
- VCE Extended Investigation 3 & 4
- VCE Specialist Maths 1 - 4
Background to CHES: The Centre for Higher Education Studies
CHES has been established by the Victorian Government to engage and meet the needs of high-ability students in the senior secondary years and to promote extension, enrichment and early access to university courses. CHES commenced programs in 2023 as a purpose-built co-educational school where high-achieving and high-ability students can find the support, structure and space to extend their learning beyond a mainstream program.
To access our programs, students are enrolled part-time from government schools across Victoria. CHES provides a suite of programs through our state-of-the-art facility and learning management systems. At CHES all teaching staff have responsibilities for the delivery of high-quality VCE programs and to actively support the wellbeing, engagement and academic progress of students.
Substantial professional learning opportunities and supports are provided to all new teachers on their appointment to a position at CHES. Our school values are Reach, Connection and Understanding and we pride ourselves on our collegiality, collaboration and support together with our relationships with partner schools and universities.
Contact Stewart Milner, Principal of CHES, for more information and to discuss this exciting role further or to arrange a visit to the CHES facility: stewart.milner@education.vic.gov.au.
Our website: https://ches.vic.edu.au/
CHES is a hub to enrich and celebrate student learning
The state-of-the-art CHES facility is a four-storey building located at 669 Chapel Street in South Yarra and features a state-of-the-art classrooms, auditorium for masterclasses and seminars, university-standard science laboratories, small group tutorial rooms, a professional learning space, and rooftop terrace. These learning spaces reflect the CHES hybrid approach to teaching and learning with the capacity to easily teach students on-site and online at the same time so that students can access our subjects from anywhere in Victoria.
In 2025 there are more than 600 students enrolled (part-time) in CHES subjects with over 20% participating from rural and regional Victoria.
Our unique curriculum programs
CHES is a senior secondary school specialising in Higher Education Studies, select VCE subjects, and Year 10 enrichment electives.
In partnership with universities, we also offer more than 20 Higher Education Studies, which are first-year university subjects that allow students to gain ATAR points and university credits while completing their VCE studies. These courses are taught and assessed by university academics and tutors.
Students who undertake a HES or VCE subject through CHES also have access to other student enrichment opportunities, which include seminars, masterclasses and networking with universities and industry leaders.
Students participating in CHES programs remain enrolled at their base secondary school and are supported to undertake a program through CHES as part of their VCE program. Working in close partnership with their schools, students are enrolled in a CHES course for a fraction of their timetable (students typically study just one or two subjects with CHES) with the remainder of their enrolment and timetable reflecting the subjects being completed at their base school.
Local network partnerships
CHES has established partnerships with a foundation network of five local schools (Mac.Robertson Girls High School, Melbourne Girls College, Melbourne High School, Prahran High School and Richmond High School) and those schools are also able to deliver their own VCE classes within the CHES facility when our spaces are not fully utilised for CHES programs.
CHES also leads professional learning for teachers in schools around Victoria on meeting the needs of high-ability students.
Modes of curriculum delivery
To enable students across Victoria to access CHES programs, including rural and regional students, CHES programs are accessible online through our virtual platforms as well as on-site. CHES uses a hy-flex delivery mode, so that classroom delivery, discussion and collaboration opportunities are available to those students who are engaging online. Comprehensive orientation programs and enrichment opportunities are available to students.
CHES hours
In terms of scheduling and work hours, it's important for candidates to note that while most of our lessons are scheduled during the normal school day (9.00am - 3.30pm or 9.30am - 4.00pm), we also hold a 90-minute `live lesson' for each of our VCE subjects from 4.30pm to 6.00pm on one afternoon per week and one 60-minute `live lesson' for each Year 10 elective once per week 4.30pm - 5.30pm, to enable as many students as possible to join the class after their regular school day. On those days, teaching staff commence work no earlier than 10.00am, for a 10.00am to 5.30pm/6.00pm workday. Additional flexible working arrangements are available for staff through discussion and negotiation with the principal, including opportunities to work from home.
Access to CHES
CHES is an award-winning 4 storey state-of-the-art facility with university-standard laboratories, contemporary classrooms, and comfortable workspaces. We are located centrally on Chapel Street in South Yarra. Consistent with other inner city vertical schools, there is no staff car parking available on-site but there is convenient access through a range of public transport options nearby.
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.
SC6 Demonstrated commitment to extending and supporting high-ability students and a capacity to teach in a hybrid online and on-site/in-person environment.
Role
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.
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.
Responsibilities
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.
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
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ , disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
Applications close Monday 3 March 2025 at 11.59PM
Posted 17 February 2025
Action
Contact
Stewart Milner
0411 615 786
Other opportunities
1119 jobs at Schools (Government)
Share this
