Job Description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1523493
Selection Criteria
SC1 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.
Role
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
Core responsibilities include:
Planning and implementing a range of teaching programs or courses of study
Teaching an area of the curriculum or a general curriculum to a year level
Monitoring, evaluating and reporting student progress in key learning areas
Implementing strategies to achieve targets related to student learning outcomes
Maintaining records of class attendance and recording student progress
Implementing 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 programs
Contributing to a range of co-curricular programs
Who May Apply
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and
not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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.
Location Profile
Altona College welcomes all staff, students and families into a rich learning environment. Our vision for effective education is focused on a careful balance of student Achievement, Wellbeing and Engagement (AWE). Recognising that these three pillars are essential in providing a stable school experience, we attempt to carefully monitor and respond to the needs of each student, to build upon our use of practices and strategies that are most likely to yield the strongest outcomes, for the greatest number of learners.
Our three pillars are pursued as follows:
Achievement is pursued through the acquisition of knowledge, skills and capabilities that will adequately prepare our students to lead satisfying, productive lives. We prioritise achievement in terms of learning growth and academic performance assessed against the appropriate curriculum. We also recognise that achievement is a broad concept pursued by students in other areas such as sport, arts, STEM and many other extra-curricular pursuits, many of which contribute strongly to student wellbeing and engagement.
Wellbeing includes the pursuit of connection, personal health and the resilience required to bounce back from difficult experiences. A carefully curated curriculum focuses on the development of Personal and Social capability through a range of age-appropriate topics including social skills, personal organisation, mental health, inclusion and so much more. In addition, a broad range of supports and interventions are available to students, ensuring that this pillar is strengthened throughout a child¿s school journey and supported in times of need.
Engagement balances both personal agency and integrity with active participation in opportunities to enrich and extend each students¿ learning experience. Reflective of these pursuits, our values of Innovation, Integrity and Respect emphasize our commitment to the development of empowered individuals who are open minded, compassionate and considerate of the diverse world they are being prepared to shape. Students are supported to develop a sense of independence, school pride while working towards the development of a clear purpose and destination (pathway).
Set close to Altona Beach, our College predominantly serves residents of Altona and Seaholme, sharing the 3018 postcode. Due the tight proximity of our enrolments, a large percentage of our students walk or ride to school, with many families making a regular habit of walking to and from school together. In addition, bus services and proximity to both Altona and Westona train stations mean that additional enrolments are attracted from families in other areas of Hobsons Bay, subject to capacity. As housing demands and affordability shifts in the area, many families who commence their education at the College also choose to move further away while still retaining their enrolment.
With three primary schools located within the Altona College secondary zone, our overall enrolment consists of approximately 3 secondary students for every one primary. Most of our secondary enrolments come from our local primary schools and are often already known to our own year 6 graduates, highlighting strong local connections that are supported through sport, arts and community service organisations.
Our enrolment continues to grow, but is expected to stabilise in the coming years. Projections suggest that our Primary enrolment will range between 250 ¿ 325 students over the coming years, while the secondary school could accommodate up to 865 students if current enrolment trends continue.
If you're ready to work with purpose, lead with integrity, and grow as part of a supportive, forward-thinking team, we invite you to join us at Altona College - where your impact will truly matter.
Nathan Guthridge
Principal
Applications close Saturday 18 April 2026 at 11.59pm
Posted
5 April 2026
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1523493
Selection Criteria
SC1 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.
Role
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
Core responsibilities include:
Planning and implementing a range of teaching programs or courses of study
Teaching an area of the curriculum or a general curriculum to a year level
Monitoring, evaluating and reporting student progress in key learning areas
Implementing strategies to achieve targets related to student learning outcomes
Maintaining records of class attendance and recording student progress
Implementing 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 programs
Contributing to a range of co-curricular programs
Who May Apply
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and
not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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.
Location Profile
Altona College welcomes all staff, students and families into a rich learning environment. Our vision for effective education is focused on a careful balance of student Achievement, Wellbeing and Engagement (AWE). Recognising that these three pillars are essential in providing a stable school experience, we attempt to carefully monitor and respond to the needs of each student, to build upon our use of practices and strategies that are most likely to yield the strongest outcomes, for the greatest number of learners.
Our three pillars are pursued as follows:
Achievement is pursued through the acquisition of knowledge, skills and capabilities that will adequately prepare our students to lead satisfying, productive lives. We prioritise achievement in terms of learning growth and academic performance assessed against the appropriate curriculum. We also recognise that achievement is a broad concept pursued by students in other areas such as sport, arts, STEM and many other extra-curricular pursuits, many of which contribute strongly to student wellbeing and engagement.
Wellbeing includes the pursuit of connection, personal health and the resilience required to bounce back from difficult experiences. A carefully curated curriculum focuses on the development of Personal and Social capability through a range of age-appropriate topics including social skills, personal organisation, mental health, inclusion and so much more. In addition, a broad range of supports and interventions are available to students, ensuring that this pillar is strengthened throughout a child¿s school journey and supported in times of need.
Engagement balances both personal agency and integrity with active participation in opportunities to enrich and extend each students¿ learning experience. Reflective of these pursuits, our values of Innovation, Integrity and Respect emphasize our commitment to the development of empowered individuals who are open minded, compassionate and considerate of the diverse world they are being prepared to shape. Students are supported to develop a sense of independence, school pride while working towards the development of a clear purpose and destination (pathway).
Set close to Altona Beach, our College predominantly serves residents of Altona and Seaholme, sharing the 3018 postcode. Due the tight proximity of our enrolments, a large percentage of our students walk or ride to school, with many families making a regular habit of walking to and from school together. In addition, bus services and proximity to both Altona and Westona train stations mean that additional enrolments are attracted from families in other areas of Hobsons Bay, subject to capacity. As housing demands and affordability shifts in the area, many families who commence their education at the College also choose to move further away while still retaining their enrolment.
With three primary schools located within the Altona College secondary zone, our overall enrolment consists of approximately 3 secondary students for every one primary. Most of our secondary enrolments come from our local primary schools and are often already known to our own year 6 graduates, highlighting strong local connections that are supported through sport, arts and community service organisations.
Our enrolment continues to grow, but is expected to stabilise in the coming years. Projections suggest that our Primary enrolment will range between 250 ¿ 325 students over the coming years, while the secondary school could accommodate up to 865 students if current enrolment trends continue.
If you're ready to work with purpose, lead with integrity, and grow as part of a supportive, forward-thinking team, we invite you to join us at Altona College - where your impact will truly matter.
Nathan Guthridge
Principal
Applications close Saturday 18 April 2026 at 11.59pm
Posted
5 April 2026
💡 Quick Summary
Seeking a career-building opportunity? The Graduate Humanities Classroom Teacher (7-12) 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.
