Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1523779
Location Profile
Melbourne High School is a State Government high school for boys in years * to 12 with a current enrolment of 1404. Opening in 1905 it was Victoria's first state secondary school and moved to its current site in South Yarra in 1927. It is one of four academic select entry Government schools in Victoria. Entry is by an examination in year 8, with a small Principal Discretionary Category. Boys from any school in the state, or outside Victoria, may seek admission. There is also a smaller intake by application and interview at years 10 and 11.
Students in years * and 10 undertake a course of core subjects (English, mathematics, science, history, geography, physical education, art, music, and languages - Indonesian, Japanese, French and German) and have a choice of electives. An extensive range of VCE studies across all learning areas is offered to students in years 11 and 12. A health and personal development course also operates at all levels.
The school places special emphasis on its co-curricular program. Years * and 10 students spend a week at the Outdoor Education Centre at Millgrove in the Yarra Valley. Sport is compulsory at all levels. The music and drama programmes are extensive and include the house choral competition in March, Winter Concert, musical and drama productions (generally conducted in cooperation with the MacRobertson Girls' High School) and the whole school Speech Night at the end of the year. Students are also encouraged to form their own special interest clubs. There are many opportunities for student leadership at all levels.
In addition to government funding the School seeks voluntary contributions from parents.
Further information about the school can be obtained from the MHS website at https://mhs.vic.edu.au/
School address: Forrest Hill, South Yarra, VIC 3141
School no: (03) 9826 0711
School email: [email protected]
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.
Role
Melbourne High School is a selective entry, high¿performing government secondary school with a long¿standing reputation for academic excellence. The school provides a rigorous and stimulating learning environment for high¿ability students, underpinned by the core values of Respect, Integrity, Courage and Compassion. A strong and diverse co¿curricular program is central to the life of the school, encompassing sport, music, debating, cadets, drama productions and a wide range of clubs and leadership opportunities. Melbourne High School values staff who are willing and able to contribute actively to these programs, recognising their vital role in developing well¿rounded students. Through high expectations, broad opportunities and a strong sense of community, the school fosters intellectual curiosity, personal growth and collective achievement.
This position is for a classroom teacher and 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 the employee's 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.
Range 2 Teacher
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
provide a child safe environment in accordance with the child safe standards
model exemplary classroom practice and mentor or 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 pre-service teachers, and
assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved
Additional responsibilities may include but are not limited to:
managing a specialist function, such as sport, cadets, drama productions, student welfare, excursions or camps
managing and supervising a team of teachers in the planning, implementation and review of teaching and learning programs according to the school strategic plans goals and priorities
leading the development of curriculum policies and programs
co-ordinating the development and implementation of curriculum in small schools
managing a year level or learning area
assisting the principal, assistant principal and leading teachers with the performance of specific functions appropriate to the classification and role
Range 1 Teacher
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. These teachers teach a range of students, classes and are accountable for the effective delivery of their programs.
Teachers at range 1 may also assist and participate in policy development, project teams and the organisation of co-curricular activities.
Range 1 classroom teachers will be expected to:
plan and implement a range of teaching programs or courses of study
provide a child safe environment in accordance with the child safe standards
teach an area of the curriculum or a general curriculum to a year level
monitor, evaluate and report student progress in key learning areas
implement strategies to achieve targets related to student learning outcomes
maintain records of class attendance and recording student progress
implement effective student management consistent with the school's strategic plan, and
in their first year of teaching work with a mentor to participate in professional development planning, implementation and reflection and developing a professional portfolio
Additional responsibilities may include but are not limited to:
supervising a range of student activities including support and welfare programs, and contributing to a range of co-curricular programs
Responsibilities
The responsibilities of a classroom teacher within a Victorian government school include, but are not limited to, the following:
Teaching and Learning
Direct teaching of groups of students and individual students, using effective and engaging pedagogical practices
Planning, preparing and delivering structured lessons aligned with the Victorian Curriculum and relevant assessment frameworks
Differentiating instruction to meet the diverse learning needs of students.
Curriculum, Assessment and Reporting
Contributing to the development, implementation and evaluation of curriculum programs within the school
Designing, administering and marking assessments to monitor and improve student learning
Providing timely, constructive feedback to students and maintaining accurate student achievement records
Reporting on student progress to parents and carers in line with school and Department requirements.
Student Wellbeing and Behaviour
Establishing and maintaining a safe, inclusive and supportive learning environment
Implementing school behaviour management and wellbeing policies consistently
Supporting the social, emotional and academic development of students
Meeting all child safety, duty of care and mandatory reporting obligations.
Professional Practice and Learning
Working collaboratively with colleagues, faculty teams and school leaders
Participating in professional learning, performance and development processes
Reflecting on teaching practice and engaging in continuous improvement aligned with the Victorian Teaching Standards.
School Operations and Community Engagement
Undertaking other classroom¿related and organisational duties as determined by the Principal
Participating in activities such as staff meetings, professional learning teams, parent¿teacher interviews, camps and excursions
Undertaking non¿teaching supervisory duties, including yard duty and event supervision.
Contribution to School Life
Contributing, where appropriate, to the school's co¿curricular, extracurricular and enrichment programs, such as sport, debating, drama productions, music ensembles, cadets, clubs or camps.
Capacity to build positive relationships with students, colleagues and families
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 (see Workplace 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) via [email protected]
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:
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
Other Information
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
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Wednesday 22 April 2026 at 11.59pm
Posted
9 April 2026
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1523779
Location Profile
Melbourne High School is a State Government high school for boys in years * to 12 with a current enrolment of 1404. Opening in 1905 it was Victoria's first state secondary school and moved to its current site in South Yarra in 1927. It is one of four academic select entry Government schools in Victoria. Entry is by an examination in year 8, with a small Principal Discretionary Category. Boys from any school in the state, or outside Victoria, may seek admission. There is also a smaller intake by application and interview at years 10 and 11.
Students in years * and 10 undertake a course of core subjects (English, mathematics, science, history, geography, physical education, art, music, and languages - Indonesian, Japanese, French and German) and have a choice of electives. An extensive range of VCE studies across all learning areas is offered to students in years 11 and 12. A health and personal development course also operates at all levels.
The school places special emphasis on its co-curricular program. Years * and 10 students spend a week at the Outdoor Education Centre at Millgrove in the Yarra Valley. Sport is compulsory at all levels. The music and drama programmes are extensive and include the house choral competition in March, Winter Concert, musical and drama productions (generally conducted in cooperation with the MacRobertson Girls' High School) and the whole school Speech Night at the end of the year. Students are also encouraged to form their own special interest clubs. There are many opportunities for student leadership at all levels.
In addition to government funding the School seeks voluntary contributions from parents.
Further information about the school can be obtained from the MHS website at https://mhs.vic.edu.au/
School address: Forrest Hill, South Yarra, VIC 3141
School no: (03) 9826 0711
School email: [email protected]
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.
Role
Melbourne High School is a selective entry, high¿performing government secondary school with a long¿standing reputation for academic excellence. The school provides a rigorous and stimulating learning environment for high¿ability students, underpinned by the core values of Respect, Integrity, Courage and Compassion. A strong and diverse co¿curricular program is central to the life of the school, encompassing sport, music, debating, cadets, drama productions and a wide range of clubs and leadership opportunities. Melbourne High School values staff who are willing and able to contribute actively to these programs, recognising their vital role in developing well¿rounded students. Through high expectations, broad opportunities and a strong sense of community, the school fosters intellectual curiosity, personal growth and collective achievement.
This position is for a classroom teacher and 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 the employee's 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.
Range 2 Teacher
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
provide a child safe environment in accordance with the child safe standards
model exemplary classroom practice and mentor or 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 pre-service teachers, and
assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved
Additional responsibilities may include but are not limited to:
managing a specialist function, such as sport, cadets, drama productions, student welfare, excursions or camps
managing and supervising a team of teachers in the planning, implementation and review of teaching and learning programs according to the school strategic plans goals and priorities
leading the development of curriculum policies and programs
co-ordinating the development and implementation of curriculum in small schools
managing a year level or learning area
assisting the principal, assistant principal and leading teachers with the performance of specific functions appropriate to the classification and role
Range 1 Teacher
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. These teachers teach a range of students, classes and are accountable for the effective delivery of their programs.
Teachers at range 1 may also assist and participate in policy development, project teams and the organisation of co-curricular activities.
Range 1 classroom teachers will be expected to:
plan and implement a range of teaching programs or courses of study
provide a child safe environment in accordance with the child safe standards
teach an area of the curriculum or a general curriculum to a year level
monitor, evaluate and report student progress in key learning areas
implement strategies to achieve targets related to student learning outcomes
maintain records of class attendance and recording student progress
implement effective student management consistent with the school's strategic plan, and
in their first year of teaching work with a mentor to participate in professional development planning, implementation and reflection and developing a professional portfolio
Additional responsibilities may include but are not limited to:
supervising a range of student activities including support and welfare programs, and contributing to a range of co-curricular programs
Responsibilities
The responsibilities of a classroom teacher within a Victorian government school include, but are not limited to, the following:
Teaching and Learning
Direct teaching of groups of students and individual students, using effective and engaging pedagogical practices
Planning, preparing and delivering structured lessons aligned with the Victorian Curriculum and relevant assessment frameworks
Differentiating instruction to meet the diverse learning needs of students.
Curriculum, Assessment and Reporting
Contributing to the development, implementation and evaluation of curriculum programs within the school
Designing, administering and marking assessments to monitor and improve student learning
Providing timely, constructive feedback to students and maintaining accurate student achievement records
Reporting on student progress to parents and carers in line with school and Department requirements.
Student Wellbeing and Behaviour
Establishing and maintaining a safe, inclusive and supportive learning environment
Implementing school behaviour management and wellbeing policies consistently
Supporting the social, emotional and academic development of students
Meeting all child safety, duty of care and mandatory reporting obligations.
Professional Practice and Learning
Working collaboratively with colleagues, faculty teams and school leaders
Participating in professional learning, performance and development processes
Reflecting on teaching practice and engaging in continuous improvement aligned with the Victorian Teaching Standards.
School Operations and Community Engagement
Undertaking other classroom¿related and organisational duties as determined by the Principal
Participating in activities such as staff meetings, professional learning teams, parent¿teacher interviews, camps and excursions
Undertaking non¿teaching supervisory duties, including yard duty and event supervision.
Contribution to School Life
Contributing, where appropriate, to the school's co¿curricular, extracurricular and enrichment programs, such as sport, debating, drama productions, music ensembles, cadets, clubs or camps.
Capacity to build positive relationships with students, colleagues and families
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 (see Workplace 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) via [email protected]
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:
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
Other Information
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
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Wednesday 22 April 2026 at 11.59pm
Posted
9 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Chemistry/Science Classroom Teacher - Ongoing position is now open for candidates interested in the Government Job Alert sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Government Job Alert is a plus.
