French Binational Classroom Teacher

Caulfield Junior College (CJC) is dedicated to fostering a community of global citizens who are empowered to reach their personal best. Our core values, encapsulated in the acronym HERO: Honesty, Empathy, Respect, and Optimism, guide our educational approach and community interactions.

We are a Victorian State School, proudly serving over 560 students from diverse backgrounds. Our campus is situated on Balaclava Road, Caulfield North, just 11km southeast of Melbourne's CBD.

CJC is a distinguished Binational school, offering both the Victorian Curriculum and the French curriculum from Prep to Grade 6. This dual curriculum is meticulously aligned with standards set by the Department of Education and Training (DET) and the French Ministry of Education, with oversight from the Agency for French Education Abroad (AEFE). Our French Binational Program (FBP) includes a significant number of students enrolled in this accredited French program. We also have a before school French Enrichment Program designed to support French speakers of all levels. 

Our teaching staff, holding Victorian Institute of Teaching (VIT) qualifications, are not required to possess French language skills, ensuring a broad range of talented educators are available to our students.

Approximately 90 students participate in our Hebrew Immersion Program (HIP) before school, three mornings a week. Many of these students also engage in additional after-school activities provided by the United Jewish Education Board (UJEB). We celebrate the rich diversity of our school community, which includes students from 28 different countries speaking 24 languages.

Student wellbeing is a central focus at CJC. We collaborate with Dogs Connect and have our own Wellbeing Dog. As a School Wide Positive Behaviour (SWPBS) institution, we implement the Peaceful Kids Program and maintain a dedicated wellbeing team to support our students¿ needs.

Our teaching is grounded in evidence-based practices. Our Literacy Block is inspired by the Reader¿s and Writer¿s Workshop Model, with early years instruction using the Little Learners Love Literacy resources for systematic phonics. For Numeracy, we employ the Peter Sullivan model to guide mathematical concept learning.

Students at CJC benefit from six specialist areas:

·       Digital Technologies

·       STEM

·       Visual Arts

·       Performing Arts (supported by the Music in Schools Initiative)

·       Health and Physical Education

·       Languages Other Than English (LOTE)

Our school boasts excellent outdoor sporting facilities, including a synthetic football pitch, basketball court, running track, and covered play equipment. We also offer an outdoor library for students to enjoy during recess and lunch, along with various activities coordinated by our student leaders.

Beyond regular school hours, we provide a range of external programs:

·       TeamKids runs a popular Outside School Hours Program.

·       An independent After School Activities program enhances French language skills.

·       Sporting and Instrumental Programs

·       Australian Girls Choir

·       Alliance Francais

At CJC, we are committed to nurturing a vibrant, inclusive, and academically enriching environment for all students, preparing them to excel as global citizens.

SC1      Demonstrated capacity to work with colleagues to plan, deliver and evaluate a French/English Bi-National Program.

SC2      Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-6 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC3      Demonstrated high-level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC4      Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC5      Demonstrated high level written and verbal communication skills in both English and French, and high-level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC6      Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

SC7      Demonstrated capacity to implement and/or support whole school programs or initiatives.

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.

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 *******@education.vic.gov.au

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

Pre-requisite for all applicants to be French native speakers with advanced English language skills

Candidates with a French education diploma (CRPE, Master MEEF) will be privileged. Possession of an academic IELTS level C1, less than two years old, is also appreciated and will be compulsory for obtaining the equivalence of your French diploma (Permission to Teach) from the VIT (Victorian Institute of teaching).

Shortlisted candidates will be invited for an interview

Start date for applicants currently residing in Australia is the 16th November 2026 or by negotiation if the successful applicant is currently residing overseas. 

Start date for applicants currently residing in Australia is the 16th November 2026 or by negotiation if the successful applicant is currently residing overseas. 

• 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 and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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; 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.