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English Teacher - Bayside P12 College

Victoria State Government Education and Training - Williamstown, VIC

Education, Childcare & Training
Source: uWorkin


Job Description

Job ID: 1224008

Location: Bayside P-12 College [Multiple Location Campus]

Department: Bayside P-12 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: 05/05/2021

Contact Name: Andrew Harnett, College Principal

Phone: 03 9393 5800

School Website: www.bayside.vic.edu.au

Location Profile


Bayside P-12 College is a large multi-campus co-educational college serving the community of the City of Hobsons Bay in Melbourne's western metropolitan area. The college consists of a Year P-9 Campus located in Altona North, a Year 7-9 campus located at Williamstown and a Year 10 - 12 campus in Newport. The college has a multi-cultural student population.


  • The college is committed to:
  • Providing a comprehensive curriculum that meets the needs of all students;
  • Providing a friendly, safe and disciplined environment in which students are able to value and enjoy learning;
  • Encouraging and celebrating student success and achievement;
  • Developing skills and knowledge that will enable students to live in a rapidly changing and increasingly technological society, to show leadership, to act co-operatively, to demonstrate self discipline and to be socially aware;
  • Encouraging the participation of parents, students and staff in the full life of the college; and
  • Providing equal opportunities for all students.


Bayside P~12 College provides educational leadership in the district and the region. The college provides a comprehensive course of study for Years P-10 in the eight Learning Areas and the broadest range of VCE and VET units at Years 11- 12. The senior campus has an excellent VCAL program. Bayside College has a 1:1 student netbook program. There are support programs for integration students and other students requiring special education. Throughout the curriculum students are encouraged and expected to take an active and responsible role in their learning.

There are a range of co-curricular activities organised across the three campuses involving many students: Foundation Day, year level and adventure camps, excursions, debating, drama and band performances. The annual visit from our `sister' school in Japan (Anjo-Higashi High School), is a highlight, along with our Art and Technology show and school production. Other programs include our advance programs in surf lifesaving, bike education, wilderness photography, sport, and the Student Representative Council. Each of these activities provides an opportunity for the College to promote the social, personal and community skills of its students.

The Senior campus ensures that students have a broad range of subject choice and the flexibility for each student to select a program around their individual career aspirations. The College has developed strong links with TAFE colleges and other tertiary institutions. This provides students with access to a wide range of courses and the opportunity to combine some tertiary units with the Victorian Certificate of Education. The provision of VET units by the local cluster of schools, centered at Bayside, encourages students to broaden their options for further study. The VCE campus provides a positive young adult learning environment, which is supportive and friendly, and appropriate to the needs of VCE students. Adults and part-time students are encouraged to enroll and all students are encouraged to participate in the life of the college.


The college is an integral part of the broader local community. School facilities are regularly used by community groups in the area and this promotes awareness, support and cooperation. The college works with local industry and is supported in range of endeavours, including work experience and work education. There is a formal partnership with Mobil Altona Refinery which provides additional resources to the school and greater community support for the curriculum. The Victorian School of Languages use the Altona North campus to teach a wide range of LOTE languages on Saturday mornings.


Each campus is designed to enable the delivery of the widest possible curriculum. The Altona P-9 campus and the Paisley Senior campus at Newport have both been re-built and provide state of the art student learning facilities. The Williamstown campus has an elite, select entry Tennis school providing sporting opportunites for talented students. The college has extensive facilities: three libraries, three gymnasiums and a great range of outdoor education equipment. Students have supervised access to the Internet through the classroom via student netbooks.

The school grounds are regularly maintained and upgraded to improve the school environment. Students are actively involved in this planning and development. The college utilises a wide range of local community resources such as athletic tracks, gymnasiums, swimming pools, sports complexes, Science Works, theatres, and the facilities made available by the local council and local industry.


The College has determined its priorities for the next three years and will undertake processes to achieve the following priorities:
  • To improve student English and Mathematics levels at years 7-10.
  • To improve VCE achievement levels.
  • To extend pathways available to students.
  • To improve student engagement and wellbeing.

Bayside P-12 College will continue to provide educational leadership in the district through the further development of our college.

Bayside P-12 is a multi-campus college, employees may be required to travel between campuses

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 behaviors 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.

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.

Williamstown, VIC

Education, Childcare & Training


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