Junior Mathematics/Science Teacher - Cranbourne Secondary College

  • Victoria State Government - Education and Training
  • Cranbourne VIC 3977, Australia
  • 07 Sep, 2021

Job Description

Job ID 1238248
Location Cranbourne Secondary College
Department Cranbourne Secondary College
Role Type Secondary Teacher
Subjects/Duties View Subject/Duties
Full/Part-Time Full-Time
Ongoing/Fixed Term Fixed Term
Classification Classroom Teacher
Apply By 09/19/2021

Other Information
Begin Date 10/04/2021
End Date 12/29/2021
Hours 38.00
Contact Name Linda Gadsby
Phone 03 5996-3544
School Website www.cranbournesc.vic.edu.au

Location Profile

Cranbourne Secondary College is a single campus, co-educational 7 - 12 school, located within the City of Casey in the south eastern growth corridor of Melbourne. In 2021 the College has an enrolment of over 1400 students. The College supports an aspirant and diverse student and parent population.

The College has implemented a school wide approach to teaching and learning, including the application of the Gradual Release of Responsibility as an instructional model. This approach to teaching and learning is complemented by a successful School Wide Positive Behaviour Support (SWPBS) framework. The well-developed approach to building students’ skills in relation to academic and behavioural learning outcomes is central to our development and future success.

The College has also undergone extensive capital works in recent years resulting in outstanding facilities in Science, Technologies, Visual Arts, Pathways, Wellbeing and Inclusion. These upgrades complement excellent facilities in Performing Arts and Food Studies. The College will also include a new sports stadium scheduled for completion in early 2022.

These facilities enable the College to offer a wide range of elective and senior subject options. The College also includes an Academic Excellence program through the junior and middle years.

The College prides itself on having a holistic approach to the education of students where social and emotional learning is designed to support improvement in student outcomes. A strong focus on student relationships supports this approach through our pastoral care program and highly skilled and well-resourced student support services team. This team incorporates student physical and mental health, pathways and inclusion support.

The College also places emphasis on providing additional supports for students to ensure they can maximise their learning potential. All students in years 7-9 are involved in a 1:1 Netbook program with excellent onsite supports. Strong processes and resourcing are also present to support students and families to have all the required equipment for success at school.

The College implements the VCE, VCAL and a range of VET programs for senior students. The VET certificate options include a combination of on and offsite offerings in conjunction with local secondary colleges and the TAFE sector. The College is also the home of the outer southeast HeadSTART cluster. The range of options for our senior students is designed to support the breadth of pathways options and a more contemporary definition of student success.

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.


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.