2026 Digital Music Plus one other method - Respect, Excellence, Innovation & Community

Bemin Secondary College Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria's fastest-growing secondary school. The College has grown to 1500 students in its third year and will grow to 1700 students for 2027. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture. This requires strong critical, creative and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.

Location

• 35 minutes drive from the Melbourne CBD
• 15 minutes drive from Point Cook
• 15 minutes drive from Caroline Springs
• 21 minutes drive from Yarraville
• 26 minutes drive from Essendon

Vision & Mission Vision: At Bemin Secondary College, all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.

Mission: Bemin Secondary College's mission is to foster a learning community identified by high expectations, a commitment to evidence based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All teachers are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.

Teaching and Learning Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.

Positive Climate for Learning The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The school strongly advocates and teaches young people the importance of learning and behaviour routines to achieve maximum success at school.

If you are ready for the next challenge in your career in education, excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.

Qualifications & 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.

Role The classroom teacher classification comprises two salary ranges - Range 1 and Range 2. The primary focus of the classroom teacher is planning, preparation and teaching of programs to achieve specific student outcomes. Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills to effectively engage students and improve their learning.

As classroom teachers gain experience, their contribution to the school programme beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Range 2 Responsibilities

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students.
• Model exemplary classroom practice and mentor or coach other teachers in the school to engage in critical reflection of practice and 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.

Range 1 Responsibilities

• Further develop skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels.
• Teach a range of students/classes and are accountable for the effective delivery of their programmes.
• Participate in the development of school policies and programmes and assist in the implementation of school priorities.
• Focus on classroom management, subject content and teaching practice.
• Plan and teach student groups in one or more subjects and participate in induction programmes and other professional learning activities that integrate curriculum, assessment and pedagogy across the school.
• May assist and participate in policy development, project teams and the organisation of co curricula activities.

Responsibilities - General 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 programme 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.

Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve. 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 via .

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

Child Safe Standards Victorian government schools are child safe environments. All staff are committed to protecting students from abuse or harm in accordance with legal obligations including child safe standards. The department's values of Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights underpin the behaviours expected of Victorian public sector employees, including those who work in Victorian Government Schools.

Conditions of Employment

• All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre employment conditions check.
• A probationary period may apply during the first year of employment along with induction and support programmes.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at .

Qualification Requirements

• The person must have provisional or full registration approved by the Victorian Institute of Teaching.
• If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024 . click apply for full job details