The Department is committed to attracting, retaining and developing high-quality principals, teachers and education support staff. To this end the respective classification structures provide the opportunity to progress within each structure and to transfer and/or promote through the various structures.
Employees in the Teaching Service (executive class, principal class, teacher class, education support class and paraprofessional class) are employed under Part 2.4 of the Education and Training Reform Act 2006.
Executive class positions are classified within one classification level with minimum and maximum remuneration points specified. The Secretary (or delegate) determines when an executive class position will be created.
The principal class structure reflects the Department's commitment to excellence in educational leadership and management as a key factor in school improvement. Principal class employees have a significant responsibility in the delivery of a high quality school education to the community of Victoria, and to strategically manage people, financial and physical resources within a strong accountability framework. Principal class employees have a crucial role in improving the quality of education in each school and ensuring that all students have access to high-quality comprehensive education appropriate to individual needs. The principal is responsible for the implementation of the Department's policies in a manner appropriate to the school, and the provision of advice to the Department on the views of the school community.
The principal class comprises the following classifications:
Principal class appointments are tenured for up to five years (the period will be clearly specified at the time of the offer). To be employed in the principal class a person is required to enter a contract of employment that specifies core provisions such as classification and remuneration range. For information see the Contract of Employment topic available under Related Topics below.
A principal class employee who translated to a remuneration maintenance progression point will continue to be paid at that progression point until the employee is transferred or promoted to another position.
Principal positions are classified within one classification level with five remuneration ranges (range 2 - range 6).
To be classified as a principal position the following three criteria must be met:
- responsibility for the delivery of a comprehensive curriculum
- responsibility to a community through governance of a school council
- responsibility for the management of financial and human resources.
The remuneration range of a principal position is determined on the position becoming vacant but will not be less than the remuneration range determined by the school budget as follows:
Minimum School Budget
For the purposes of the table above, "school budget" means the individual school Student Resource Package (SRP) excluding:
- Employer superannuation contributions
- WorkCover premium
- Commonwealth funds that cannot be anticipated to continue for more than two years
- Locally raised funds
Where a school is host to another school such as a hub/annexe arrangement, or a facility such as an English language centre or deaf facility, the Student Resource Package for the host school includes funding for the other school or facility.
The remuneration ranges are adjusted annually to take account of budget increases which do not add to the work value of a principal position (such as increases in the funded salary rate, utility and cleaning costs and general wage increases).
Assistant principal positions are classified within one classification level with four remuneration ranges.
To be classified as assistant principal, a position should have primary responsibility for the management of significant areas or functions within the school. In exercising the responsibility, an assistant principal position should have the authority to make significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principal positions should contribute to the overall management of the school through involvement in policy formulation and decision making.
The principal, having regard to the nature of the duties to be performed and the funding available in the school, determines the number of assistant principal positions and the remuneration range of those positions.
Liaison principal positions are classified within one classification level with six remuneration ranges. The Secretary (or delegate) determines when a liaison principal position will be created. Liaison principal positions are generally in non-school locations.
Teachers make a significant difference to the lives and interests of children. An environment where the contribution that a teacher makes to the education of children and the life of a school is recognised; school expectations are clearly stated; and professional development objectives and priorities are effectively identified is essential in positively influencing teachers' professional growth and development.
The teacher class comprises the following classifications:
Leading teacher positions are classified within one classification level with one salary range.
To be classified as leading teacher, a position usually has responsibility for the implementation of one or more priorities contained in the school strategic plan. Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning. Their focus is on the introduction of changes in methods and approaches to teaching and learning. However, they will also be responsible for the management and leadership of a significant area or function within the school to ensure the effective development, provision and evaluation of the school's education program.
The principal, having regard to the nature of the duties to be performed and the funding available in the school, determines the number of leading teacher positions.
Learning specialist positions are classified within one classification level with one salary range.
Learning specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.
Learning specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the learning specialist will be to model excellence in teaching and learning through demonstration lessons and mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
Classroom teacher positions are classified within one classification level with two salary ranges.
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 their contribution to the school program beyond the classroom increases.
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 statewide 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.
The primary focus of the range 1 classroom teacher is on further developing skills and competencies needed 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. Range 1 classroom teachers teach a range of students/classes and are accountable for the effective delivery of their programs. They may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The principal, having regard to the nature of the duties to be performed and the funding available in the school, determines the number of classroom teacher positions a school requires to deliver its educational program.
The paraprofessional class enables the employment of people with professional expertise for fixed periods in circumstances where a suitable registered teacher is not available. Paraprofessionals will provide professional expertise in particular areas of the curriculum.
The paraprofessional class comprises two classification levels each with two salary ranges:
Paraprofessional Level 2
Paraprofessional Level 1
Education support class
Education support class positions cover a wide range of support services that include school administration and operations (e.g. human resources, finance, facilities, grounds maintenance), school support services (e.g. library, laboratory, information technology, out of school care, canteen), direct student and teaching support (e.g. classroom assistance to teachers, careers counselling, student health and wellbeing).
The education support class comprises two classification levels:
Level 1 has five salary ranges and Level 2 has one salary range. The principal, having regard to the nature of the duties to be performed and the funding available in the school, determines the number of education support class positions and the classification level and remuneration range of those positions in accordance with the Dimensions of Work.
Teaching Service |
Public Service |