English / Humanities Classroom Teacher

The Bunurong people of the Kulin Nation lived in Clyde and hunted kangaroos, possums, wombats and caught eels in Tooradin. They were fond of shellfish, including oysters. They often passed through Clyde from the coast on the way to the Dandenong ranges. This was evident when oyster shell remnants were found in Clyde North along Cardinia Creek.

At Birranga College the symbol of the oyster shell represents each student's capacity to find the `pearl¿ within themselves - to value the innate goodness and unique talents of each of us. We can only find and value that special talent within us by caring for those around us, learning about the world, and our place in it, and connecting positively with others.

Birranga College sits in a rapidly growing residential area in the suburb of Clyde North. The school will work in partnership with the community to provide authentic learning opportunities and the best academic and personal outcomes for all students. Birranga College is a new secondary school opening in January 2026 with Year 7 enrolments only. Subsequent year levels will be added each year. Neighbouring schools are relatively large, and the school is expected to grow quickly to meet residents demand for excellence in education, consistent with the vision for the Education State.

Birranga College will provide students with state-of-the-art facilities in STEM, Visual Arts, Physical Education and Performing Arts spaces to cater for the learning needs of all students.

Teaching and Learning

Our community creates rich and rigorous learning experiences that empower us all to participate with curiosity, purpose and insight.

This will be achieved through the implementation of an innovative curriculum and an Instructional Model, to guide us in implementing more consistent, high quality,assessment, teaching and learning practices with clear expectations for staff, students and parents.

Commitment to Excellence

The school will deliver the highest quality of education for all learners.

Our school will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.

School Vision and Values

Birranga College fosters a love of learning. Our vision is to cultivate compassionate hearts, curious minds and confident leaders. We strive for continuous improvement in all our students as they grow into adulthood. We will live by our motto, `Belong, Believe, Become.

We look forward to our students emerging as resilient and productive members of the community.

Our educational philosophy extends beyond textbooks and embraces our vision of Belong ¿ Believe ¿ Become :

BELONG

• Inclusive Community : Fostering a sense of belonging through house systems, peer mentoring, and community-building activities
• Cultural Respect : Celebrating diversity and promoting understanding of different perspectives
• Positive Relationships : Creating meaningful connections among students, staff, and families

BE grateful

BE empathetic

BELIEVE

BE curious

BE responsible

BE confident

BECOME

BE a leader

BE self-aware

BE an upstander

Nick Hamer-Smith

Opening Term 1, 2026 | Clyde North, Victoria, Australia

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.

SC 6 Demonstrate a commitment to fostering and helping to develop the college¿s culture through practicing the values of Belong, Believe, Become.

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 :

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-curricula activities.

Responsibilities

The role of classroom teacher may include but is not limited to :

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 is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) viamarrung@education.vic.gov.au

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.

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 :

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 :

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class :

Applications close Tuesday 11 November 2025 at 11.59pm

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