Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1506807
The Centre for Higher Education Studies (CHES) is excited to invite applications for this new teaching role for a VCE Specialist Maths teacher, welcoming both experienced teachers and graduates alike who are committed to supporting and inspiring high-ability students in their senior secondary years.
CHES is a dynamic centre-of-excellence established by the Victorian Government to support high-ability senior secondary students from government schools across Victoria. Launched in 2023, CHES offers a purpose-built, co-educational learning environment where high-achieving students can extend their learning beyond mainstream programs through enrichment, extension, and early access to university courses.
CHES specialises in four VCE subjects typically of great appeal to high-achieving students:
CHES also offers Year 10 Enrichment Electives to high-ability students across Victoria, including a Mathematical Investigations elective and an Introduction to Algorithmics elective. The ability or willingness to learn to teach Algorithmics would also be highly valued for this new position.
Students enrolled in CHES programs remain part-time students at their base schools and typically study one or two subjects through CHES. The remainder of their timetable is completed at their home school, with CHES working closely with these schools to support successful participation and achievement.
At CHES we pride ourselves on a culture of collegiality, collaboration, and strong partnerships with local schools¿including Mac.Robertson Girls High School, Melbourne Girls College, Melbourne High School, Prahran High School, and Richmond High School¿and all major Victorian universities. The school leads professional learning and supports teachers across Victoria in meeting the needs of high-ability students, including hosting regular workshops and an annual conference.
The CHES values¿Reach, Connect, Understand, and Think Ahead¿underpin our commitment to delivering high-quality VCE programs while actively supporting student wellbeing, engagement, and academic progress.
CHES also partners with universities to provide up to 30 first-year university courses (Higher Education Studies), allowing students to earn ATAR points and university credits while completing their VCE. These courses are taught and assessed by university academics and tutors.
CHES hours
Our 38-hour work week aligns with the normal school day (8:50am ¿ 3.50pm/4:50pm), except that we also hold a 90-minute live lesson for each VCE subject one afternoon per week from 4:30pm to 6:00pm to accommodate students after school. On these days, teaching staff start no earlier than 10:00am and work until 6:00pm. Additional flexible arrangements, including working from home one day per week, can be arranged through discussion with the principal.
Access to CHES
CHES is an award-winning 4 storey state-of-the-art facility with university-standard laboratories, contemporary classrooms, and comfortable workspaces. We are located centrally on Chapel Street in South Yarra. Consistent with other inner city vertical schools, there is no staff car parking available on-site but there is convenient access through a range of public transport options nearby.
For more information or to arrange a visit, please contact Stewart Milner, Principal, at [email protected] or call 0411 615 786 / 03 9063 1170. Visit our website: https://ches.vic.edu.au/
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:
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.