Classroom Teacher - Instrumental Music - Voice / Piano

Diamond Valley College is a mid-sized secondary school that lies on the northern urban fringe of Melbourne. As such, it caters for students that live in the suburban areas of Diamond Creek, Hurstbridge and Doreen and those that live in smaller rural communities including Kinglake, St Andrews, Panton Hill, Wattle Glen, Kangaroo Ground, Arthurs Creek and Strathewen.  This brings a unique diversity to the college, which is not comparable to neighboring secondary schools and one that is valued by our community of students, staff and families. We continuously work together to ensure that the college values of Respect, Responsibility and Excellence are upheld in all that we do.

The College is undergoing continuous transformation with an upgrade of facilities planned over the coming years. Funding of $2 million granted in 2016 saw the development of a master plan, identifying key areas for improvement and how it could be prioritised to maximise benefits for teaching and learning. Stage one of the redevelopment was completed mid 2018 with the opening of the Performing Arts Centre, highlighting new music facilities and a 150-seat theatre. The Resource Centre was also upgraded to include a redesigned Library, general-purpose classrooms and maker space. With a further commitment of $4.9 million, the college has undergone the stage 2 of its redevelopment, with the completion of a new Science Centre and upgrades to student amenities and areas of the Technology Centre.

With a current enrolment of 840 and over 900 for 2024, the college has the capacity to provide a broad range of curriculum options and supports the pathway goals of all; yet small enough to provide the pastoral care that our students and families seek. We are currently entering a period of the growth with an increase in year 7 enrolments since 2018, stabilising at approximately 175 students since 2021. This allows for the growth and development of programs to support the learning opportunities for students, The College has made a commitment to strengthening relationships through a whole school commitment to the Berry Street Education Model. 

Diamond Valley College retains a strong connection with its local community, and works with them and local primary schools to ensure that the needs of our students and the communities they come from are met. The College offers a number of specialist programs: a High Achievers program that is attracting stronger enrolments and a Sports Academy established in 2018, which extended to year 10 in 2020 and is now inclusive of AFL, netball, basketball and tennis, along with a support program for elite gymnasts.

A broad and inclusive curriculum is offered to Years 7 to 9 students, with an emphasis on increasing student agency as a focus in more recent AIP's and staff Performance and Development plans. The Senior Sub School provides an extensive VCE program, a well-established VCAL and opportunities for varied VET options offered by the Northern VET Cluster. A comprehensive extra-curricular program that includes leadership, sport, music public engagement, camps and overseas travel supports this.

Since 2017, a focus has been on the refinement of the DVC teaching model and consistent teaching practice. With an emphasis on regular peer observation and learning walks, a focus has been on clear learning intentions, identified success criterion and the identification of high impact teaching strategies to improve student-learning outcomes.

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-curricula 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 classroom 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.

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.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote 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 child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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.

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.