English / EAL Teacher - Hampton Park Secondary College

  • Victoria State Government - Education and Training
  • Hampton VIC 3188, Australia
  • 15 Sep, 2021

Job Description

Job ID 1239626
Location Hampton Park Secondary College
Department Hampton Park 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 10/05/2021

Other Information
Begin Date 01/28/2022
End Date 01/27/2029
Hours 38.00
Contact Name Wayne Haworth
Phone 03 8795 9400
School Website www.hpsc.vic.edu.au

Location Profile

Hampton Park Secondary College (HPSC) is a large, culturally diverse learning community situated in the City of Casey growth corridor. The current student enrolment stands at 1125 students with approximately 52 nationalities represented and 67 languages other than English spoken. Sixty percent of students speak a language other than English at home, 27% of students are enrolled in English as an Additional Language (EAL) and 66% of students receive additional equity funding. There are 5 Principal Class, 116 Teacher Class and 70 Educational Support Staff.

Our vision of learning excellence is underpinned by the HPSC values of Respect, Learning, and Working Together. Informing our daily interactions and decisions, these values are embedded in our whole school practice and they are supported by the high expectations that embody our School-wide Positive Behaviour Support Program.

Since 2020, we have transformed our approach to learning by enabling students to be more empowered to take control of their learning. We are committed to embedding an education model that is student-centred and focused on personalised learning pathways. We have redesigned our learning programme to enable students to excel through this research-based future-focused model, ensuring all of our students benefit from deepened learning and improved educational outcomes. In line with this approach is our recognition that all students are unique, and that each student brings their own distinct and individual passions, interests, skills, and knowledge into our learning ecosystem.

Our world is rapidly changing and so must our approach to learning. Sir Ken Robinson reminds us that Schools Kill Creativity. Professor Yong Zhao suggests that education requires a ‘Paradigm shift’. In 2019, HPSC joined the Future Schools Alliance (FSA) and commenced redesigning our curriculum and our approach to learning to enhance student engagement and learning outcomes. Learning is categorised into three stages or ‘programmes’: Explore, Enhance, and Excel. These programmes recognise the unique needs of each student as they engage in their secondary education and allow learning to be transformative, dynamic, and focussed upon growth. Our programmes allow students to ‘move through’ their secondary schooling experience in a way that better reflects their passions and abilities rather than their nominal ‘year level’. Hence, whilst many students merely survive their time at high school, students at HPSC instead thrive in an exceptional learning environment where they are empowered and supported to create an educational pathway that is as individual and unique as they are.

At HPSC, we strive to create a culture of learning that enables learning to be done with students, rather than to students. Our innovative, tailor made approach to learning assists students so that no student is held back, and no student is left behind. Learning is an organic process. By creating optimal conditions for learning, students thrive.

We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning. If you believe that a different approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team. To find out more about our College, we invite you to peruse our website (Hampton Park Secondary College (hpsc.vic.edu.au)) to access our 2022 Subject Handbook located under the Curriculum Tab.

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.

SC6 Demonstrate a strong commitment to implementing a 'student empowered' model of learning, which maximises student engagement, a love of learning and improved learning outcomes.


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.

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.