IBDP Psychology and Humanities Teacher

Werribee Secondary College is an authorised IBO World School and is a leader in international education in Victoria. We implement the best quality educational practices evident throughout Australia and internationally. Our College creates adaptable lifelong learners, who are confident, creative and resilient individuals, empowered to shape the world in which we live. 

Werribee Secondary College was the first Victorian public school to be authorised to teach the IB Diploma Program in 2009 and we are immensely proud to be the only inclusive IBDP program for public school students in Melbourne’s west. Our College was recently awarded re-accreditation by the IBDP in 2025, after also undergoing an extensive self-study re-accreditation by the Council of International Schools (CIS) in 2023.  

In 2024, Werribee Secondary College was awarded the prestigious Dr Lawrie Shears Global Teaching and Learning award at the Victorian Education Excellence Awards.

Application:

• To apply for this position, please send a CV and cover letter that responds to the Selection Criteria below, to the Principal: [email protected]

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    Demonstrated experience in facilitating the IBDP.  

Role

• 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. 

• Responsibilities

• 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.

• To be eligible for employment, transfer or promotion in the principal or teacher class:
• The person must have provisional or full registration approved by the Victorian Institute of Teaching (or able to obtain); and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership ‘Accreditation of initial teacher education programs in Australia: Standards and Procedures’; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
• Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.