Mathematics Teacher Years 7/9 - Featherbrook P-9 College

  • Victoria State Government - Education and Training
  • Point Cook VIC 3030, Australia
  • 20 Jul, 2021

Job Description

Job ID 1232156
Location Featherbrook P-9 College
Department Featherbrook P-9 College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part-Time Part-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 07/29/2021

Other Information
Begin Date 08/04/2021
End Date 01/26/2023
Hours 22.80
Contact Name Kerry Clayton
Phone 0407 887 018
School Website

Location Profile

Featherbrook P – 9 College is located at 281 Boardwalk Boulevard, Point Cook, adjacent to the Featherbrook Community Centre. The school has exceeded 1000 Prep-Year 9 students in 2021. Featherbrook College has a designated neighbourhood boundary in place ensuring enrolments are drawn only from this specified area.

The facilities have been designed to:

  • Provide contemporary learning neighbourhoods that facilitate learning and learner-centred opportunities for all students through flexible and responsive programs and learning settings;
  • Support contemporary collaborative learning and teaching for teacher practitioners;
  • Promote inclusion, access and choice for all learners
  • Promote environmental sustainability principles;
  • Support ICT enriched learning
  • Support a sense of community and belonging within the school and wider community.

A Contemporary Education

The school offers a progressive approach to educating students for a dynamic and changing world. The school leadership team and teachers are purposeful in providing optimal learning experiences for every student and as such, provides all students with learning that is personalised, evidence-based and technologically rich. Our students enjoy and are engaged in a broad and differentiated curriculum promoting creativity, resilience and a growth mindset drawing on their sense of curiosity. STEM, Visual Arts, Performing Arts, Camps, Sports and Physical Education provide students with diverse learning opportunities. Digital Technologies enhance and enrich learning opportunities and engagement for students. A Bring Your Own Device (BYOD) program is offered to students in Year 3 – 9.


Featherbrook College delivers the mandated Victorian Curriculum and learning takes place in an environment that is conducive to preparing children for a rapidly changing world that demands technological (ICT) capacity and knowledge, heightened interpersonal skills, critical thinking and problem solving skills, plus strong literacy and numeracy skills. Our students learn and excel in flexible, purposely built learning spaces that support and inform responsive and innovative learning and teaching. Our programs are enriched through our partnership with the YMCA camping programs and Outside of School Hours program, while CERES informs our learning programs as the school seeks to become a 5- star sustainability school, supporting our students to become socially and environmentally literate, aware and responsible. We have attained 3 stars presently. The learning spaces facilitate students’ engagement through collaborative structures and groupings.

Professionalism, instructional capacity and accountability of our teachers is foundational to the education our students receive. Teacher quality is crucial for optimal student achievement and so our energies are strategically directed towards coaching, mentoring, peer feedback processes and capacity building of our teaching staff. High expectations of our students underpin the rich learning tasks and challenges provided for all students as they are supported to achieve and thrive. The following are the values and enablers of Featherbrook College’s education provision:

  • Collaboration and knowledge sharing
  • High expectations for self and others
  • Respect, inclusiveness and trust
  • Safe and secure learning environment

Key Selection Criteria

SC1 Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

Important Information

Applications MUST address the specified selection criteria. A limit of one page of standard 12 point text per Selection Criteria is preferred.

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.

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-curricular activities.

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 classrooms 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.

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.