Graduate Teacher in Mathematics - Thornbury High School

  • Victoria State Government - Education and Training
  • Thornbury VIC 3071, Australia
  • 07 Sep, 2021

Job Description

Job ID: 1238340
Location: Thornbury High School
Department: Thornbury High School
Role Type: Secondary Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Graduate Teacher Program
Apply By: 09/20/2021

Other Information
Begin Date: 01/28/2022
End Date: 01/26/2023
Hours: 38.00
Contact Name: Michael Keenan
Phone: 94804066
School Website:

Location Profile

At Thornbury High School, we are proud of what we do every day to champion innovation, inclusiveness and academic excellence. Through our extensive academic and extra-curricular programs we aim to foster and inspire a new generation of respectful and resilient young people ready to face a rapidly-changing world.

In 2021, the school’s enrolment will be approximately 1100 students, including a small number of international students. The school has four Principal class, 70 equivalent full time teachers and 20 Educational Support Staff working together to achieve the school’s vision, the central tenets of which are:

  • high academic expectations and standards
  • a safe and secure learning environment
  • a wide-range of opportunities for students to pursue individual and collective aspirations

Highlights from our 2019 school review include our instrumental music program that includes free instrumental music tuition to all Year 7 and 8 students as part of the performing arts curriculum, and the significant increase in students studying VCE Science subjects over the last four years. Our new Performing Arts Centre and Gymnasium opened at the start of 2020, and we have recently received funding to build a $14.9M STEAM Centre.

One of the highlights of 2019 was the VCE median study score which reached 31 for the first time in the school’s history, with over 6% of students achieving study scores of 40 and above. Our results in finding post-school pathways for senior students remain above the state median. The school continues to implement key teaching and learning strategies with a strong literacy underpinning through our reinvigorated Performance and Development Program.

Thornbury High School values diversity in all its forms and models this in our day-to-day practices. The benefits of this are evident in the deep pride and sense of belonging within our school community. The school also conducts its own student-led annual bullying survey which has contributed to the development of a very safe and secure learning environment at the school.

For further information, visit the school’s website at which includes links to our community Facebook page.

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.


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.