Visual Arts Teacher Classroom Teacher - Keilor Downs Secondary College

  • Victoria State Government - Education and Training
  • Keilor Downs VIC 3038, Australia
  • 10 May, 2022

Job Description

Job ID 1277718
Location Keilor Downs Secondary College
Department Keilor Downs Secondary 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 05/22/2022
Other Information  
Begin Date 07/11/2022
End Date 01/09/2023
Hours 22.80
Contact Name Gerard Fauvrelle
Phone 9365 8000
School Website

Location Profile

Keilor Downs College is a large single campus secondary school of approximately 1400 students, situated on the north-western edge of suburban Melbourne. Students and staff reflect the many different cultural backgrounds present within the local community, with over 50 different languages spoken as a first language at home.

The School’s Strategic Plan (SSP) 2020 -2023 prioritises “Maximising the achievement and learning growth of every student, particularly in literacy and numeracy”, “Improving student learning engagement and learner agency” and “Improving the social and emotional engagement and wellbeing of every student”.

Keilor Downs College has a strong record of achievement in the Victorian Certificate of Education (VCE) and provides a broad range of VCE subjects. The numbers of students achieving ATAR scores over 90 has increased strongly in recent years along with the percentage of students accessing University. The Victorian Certificate of Applied Learning (VCAL) is delivered at both the Intermediate and Senior level, with a strong Pathways counselling and an applied learning option from Year 10.

The college also participates in a local Vocational Education & Training (VET) cluster, to enhance the choices available to students by sharing VET classes and provides Cert II Hospitality, Cert II Sport & Recreation, and Cert II Building & Construction on site. The latter in a specifically constructed Trade Training Centre (TTC), which is one of three facilities built as a joint project across colleges in the Brimbank VET Cluster. Recent enrolment levels have demonstrated excellent growth and additional classes have been introduced to cover a growing demand for VET Cert II Building & Construction.

Year 10 is treated as an introductory year to VCE, with the timetable aligned with Years 11 and 12 and with many of the processes and terminology of VCE introduced. A significant number of Year 10 students have early access to VCE subjects. There is a specialist pathways support program for Year 10 students who are academically at risk, leading to a VCAL course of study at Year 11.

An emphasis of the college is its strong student support structure with each individual student being known and supported academically and personally. This is achieved by both a House and a Home Group structure. Student engagement and management is based on four vertically structured Houses of Year 7-12 students. Each House has a unique identity and each is resourced with a Principal Class member, House Leader (Leading Teacher), three Student Coordinators and a Secondary Teacher Assistant. Home Group teachers are assigned to each new Year 7 Home Group and follow them through to Year 12. Two Student Wellbeing Co-ordinators, a School Nurse, two psychologists, the Doctors in Schools Program, a Careers teacher and MIPs Officer, onsite HeadStart staff and an Industry Engagement Priority Cohorts Coordinator also provide a range of additional supports to students.

Student Leadership is a strong element of the House structure with an extremely active student leadership group, consisting of House Captains, Year Level Leaders, Key Learning Area and Co-curricular Program Ambassadors and Peer Leaders.

The college is an original DET accredited provider of the Select Entry & Accelerated Learning Program (SEAL), with a highly successful program for gifted students. The College operates an International Students Program (ISP) and these students have enjoyed considerable success at VCE. We also have a strong relationship with the Shiroi district in Japan, with reciprocal school visits each year, with a correspondingly strong LOTE program in Japanese (and Italian) to Year 12.

Victorian government schools are child safe environments. Keilor Downs College actively promotes 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 the Child Safe Standards. The school’s Child Safety Code of Conduct is available on the school’s website.

For further information please refer to the College website at

School Vision: To provide a learning community which creates a wide range of opportunities for student growth and development by:

  • Building positive relationships of mutual respect based on fair learning and fair treatment within a safe and secure environment
  • Embracing individuality, diversity and developing independent life-long learners
  • Establishing a challenging and engaging learning environment which encourages the development of all students to their full potential

College Values: In our college we value:

  • Positive relationships based on mutual respect, within an inclusive and supportive environment
  • A stimulating learning environment which encourages all students to work towards their full potential
  • A strong focus on student well-being and engagement, supported by a motivated staff who provide care, encouragement and positive role models
  • A curriculum which enables and celebrates success, appreciates diversity, maximizes individual growth and incorporates essential life skills

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.