Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills.
Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning.

Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills.

Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect... upon... practice and engage in professional learning to continually improve the quality of teaching.

RoleThe 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

Core responsibilities include:

Planning and implementing a range of teaching programs or courses of studyTeaching an area of the curriculum or a general curriculum to a year levelMonitoring, evaluating and reporting student progress in key learning areasImplementing strategies to achieve targets related to student learning outcomesMaintaining records of class attendance and recording student progressImplementing effective student management consistent with the school charter.
Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

Supervising a range of student activities including support and welfare programsContributing to a range of co-curricular programsWho May ApplyFor the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy.
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS CommitmentThe Department of Education and Training 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.
Child Safe StandardsVictorian 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 DET Values

The Department's employees commit to upholding DET's Values:
Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.

DET'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 DET values is available at Other InformationAll 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 Conditions of EmploymentAll 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 LANTITETo 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.

Vaccination RequirementFor positions in special settings, a person is not eligible for employment unless they meet the on commencement in the position.

Location Profile

Melbourne Girls' College (MGC) was established in 1994 on the banks of the Yarra River in Richmond, Victoria and is a leader in innovative girls' education.

It provides enrolment opportunities for local, wider
• Melbourne and international students to study inquiry and trans disciplinary units in Years 7 9 followed by a large number of Year 10, VCE and VET subjects in the senior years.
The College is constantly evolving programs and learning schedules to ensure students are future-ready with an emphasis on persistence, team work, respect for diversity and personal best. Our 1400 students are taught and nurtured by excellent staff, parents, peers and mentors.

The achievements of MGC are certainly in academic results but a broader definition of success ensures social, emotional, sporting and artistic success are central to being a student of the College.

The English, Humanities, Languages, STEAM, International and Wellbeing Programs are designed to build in each girl the skills to collaborate and inquire at ever more sophisticated levels.

In recent years MGC has developed a range of new facilities including The Gillard Centre which houses a flexible learning, hospitality and meeting space and provides river access for our exemplary rowing program.

The College currently has plans for a STEAM and new 400 seat Performing Arts Centre to serve both the school and the wider Richmond community.

The students of Melbourne Girls' College are global citizens conscious of the unique lessons attending a school educating young people from diverse backgrounds and over sixty nationalities can bring.

Our community, in collaboration with key tertiary and local partners, is an inquiring, outward-looking school of excellence.

Melbourne Girls' College (MGC) was established in 1994 on the banks of the Yarra River in Richmond, Victoria and is a leader in innovative girls' education.
It provides enrolment opportunities for local, wider
• Melbourne and international students to study inquiry and trans disciplinary units in Years 7 9 followed by a large number of Year 10, VCE and VET subjects in the senior years.
The College is constantly evolving programs and learning schedules to ensure students are future-ready with an emphasis on persistence, team work, respect for diversity and personal best. Our 1400 students are taught and nurtured by excellent staff, parents, peers and mentors.

The achievements of MGC are certainly in academic results but a broader definition of success ensures social, emotional, sporting and artistic success are central to being a student of the College.

The English, Humanities, Languages, STEAM, International and Wellbeing Programs are designed to build in each girl the skills to collaborate and inquire at ever more sophisticated levels.

In recent years MGC has developed a range of new facilities including The Gillard Centre which houses a flexible learning, hospitality and meeting space and provides river access for our exemplary rowing program.

The College currently has plans for a STEAM and new 400 seat Performing Arts Centre to serve both the school and the wider Richmond community.

The students of Melbourne Girls' College are global citizens conscious of the unique lessons attending a school educating young people from diverse backgrounds and over sixty nationalities can bring.

Our community, in collaboration with key tertiary and local partners, is an inquiring, outward-looking school of excellence
Puerto Rico Bolivia
Puerto Rico Bolivia

Salary Criteria