Issuu

GREAT PEOPLE MAKE GREAT SCHOOLS.

Always seeking great people. Your move.

Who we are

A school is built on the strength of its people Great people make great schools.

It’s that simple And we stand by this

People create culture At Ivanhoe Grammar School, our people create a culture of belonging. A place where ideas are heard and supported Where you are encouraged to try something new A place to feel included and valued

Ivanhoe Grammar School is a values-driven, coeducational independent school with a commitment to fostering a community where students, teachers and professional services staff can continually become the best version of themselves

Our purpose is to develop young people of character Good people, who contribute to the common good and give their best to everything they do.

Young people with moral, civic and performance character Young people who strive to be Ivanhoe Learners –courageous, innovative, balanced, collaborative, ethical, reflective and compassionate

The principles underpinning our purpose are those of learning excellence, personal growth, global citizenship, digital transformation and having a futures focus

At Ivanhoe Grammar School, we are always looking for great people to join our team We are always seeking people who are energetic, collaborative and courageous

Where we have come from

We look back to look forward.

Ivanhoe Grammar School is a school of 110 years. In this time over 11,000 students have graduated to become a tight-knit community of alumni

We have a culture of heritage We are very proud of our students and alumni, and the staff who have walked alongside every one of them during their journey here A journey, which for many, began at our Early Learning Centre when they were three-years-old With many highlights throughout the years leading to the special moment of standing proudly on stage as they are celebrated by our community at Year 12 graduation.

We have a culture of innovation We have a strong foundation established over the passage of time and we courageously seek to continually improve We are one school with four campuses, located in Ivanhoe, Doreen and Macleod We have a beautifully diverse community, and we respectfully acknowledge the traditional owners of the land our School is built on, the Wurundjeri people of the Kulin Nation

Our programs over this time have evolved and grown We offer a global education stream, unique to our School Our Year 9 experience at University Campus, a year-long hybrid university-school experience through a partnership with La Trobe University is unmatched

Our academic program at all year levels is extensive and expansive offering both Victorian Certificate of Education and International Baccalaureate at the Senior Years We strongly believe in the interrelationship between character and academic achievement Our people foster a culture of a love of learning, self motivation and integrity

We have a long-standing commitment to our co-curricular program We view the ongoing delivery and growth of our co-curricular offerings as critical to delivering our purpose

The link between character with art, service, leadership and sport, inarguable

A GREAT SCHOOL HAS A CULTURE OF CHARACTER.

What we are about

We are all about character.

Ivanhoe Grammar School is Australia’s first school to be formally recognised internationally as an Australia School of Character

Character underpins everything we do The core values of character are embedded in our culture, and we are intentional in our approach to developing character in our students We provide them with every opportunity for moral action, self-motivation and global citizenship during and after their time at Ivanhoe Grammar School. At the heart of our character education are three key dimensions:

MORAL CHARACTER

Moral character is about doing what is right and being a good person even when no one is watching. It speaks to the values we hold and how we treat others We nurture this through empathy, integrity, fairness and compassion Students learn to act with honesty and take responsibility for their actions, guided by a strong moral compass Our staff lead by example, modelling these values in everyday interactions and decisions, fostering a culture of trust and respect

CIVIC CHARACTER

Civic character is about contributing to the greater good locally, nationally, and globally We instill in our students a strong sense of purpose and responsibility to others. This includes service learning, cross-cultural understanding, and active citizenship Our learners are encouraged to participate in causes beyond themselves, and to recognise their ability to influence positive change in their communities Civic character develops through connection, collaboration, and care for others It promotes community engagement, active citizenship, and social awareness, a respect for diversity and commitment to social justice

PERFORMANCE CHARACTER

Performance character is about giving one’s best effort It enables students to set goals, work hard, and persist through challenge It includes qualities like grit, resilience, curiosity, and a commitment to excellence. In the classroom, on the sporting field, on stage, and in leadership, performance character is what drives students to pursue their best. We cultivate a mindset where failure is seen as part of learning and growth, and where high standards are met with the courage to improve

We believe these traits are not just taught; they are modelled and lived The modelling of character by our teachers and professional services staff is a critical part of developing young people of character who are equipped for meaningful contribution to the world.

Our people are central to our commitment to being an authentic School of Character a school where the key principles of character are explicit and all-pervading in our learning approach and practices, culture and climate, and student engagement and achievements

Our Charter for Leadership is one way we support our people and leaders to be the people of character we encourage our students to be This charter is grounded in our Ivanhoe Learner Attributes and reflects our belief that we are all learners, not just our students It provides a clear and practical reference for leading formal and informal learning experiences, co-curricular activities, and positive interactions with others

We support and encourage a leadership mindset where our people:

act with integrity, honesty and compassion promote the values of the Ivanhoe Learner in their practice and relationships create a culture of collaboration, inclusion and shared purpose encourage innovation and thoughtful risk-taking provide mentorship and support for the growth of others maintain high standards of professionalism, accountability and communication

This is what we are about A place where character is the lens through which we lead, teach and learn

How we do things

A great school has a culture of community.

We are a community of over 400 people doing their part for over 2000 students Our people are teachers, learning support officers, professional staff, coaches, specialists and casuals The culture of our community is created by our people This includes our Executive and formal Leadership Teams supporting everyone to deliver excellence and innovation in all areas of school life

OUR COMMITMENT TO GROWTH

The ongoing professional growth of our people is a key priority Exceptional Staff Performance is one of the six areas of focus identified in our Strategic Plan to achieve our purpose in line with our principles and ethos Through the Ivanhoe Institute we grow professional capacity, leadership and performance of our staff We have an implemented Charter for Leadership, embedded structures and protocols for effective collaborative planning and review, and we implement best practice in staff lifecycle processes, and enhance coaching for professional growth

Professional development opportunities include a range of programs and pathways

Individual and team-based professional development: targeted to specific roles and areas of interest

New staff induction: campus-based and school-wide orientation programs

Whole-school staff learning days: including child safety, compliance, wellbeing, and teaching and learning practices

Mentoring programs: supporting staff new to our School and/or new to the education sector

Leadership pathways: acting roles, internal promotions and development planning.

Annual growth and development conversations: tailored to support individual goals and career progressions

The Learning Hub: an online self-paced learning resource with close to 10,000 learning materials and over 600 courses for all staff, covering a vast range of topics range to ignite curiosity and learning

Ivanhoe Lead: a self-paced, micro-credentialed and mentor-guided leadership program focused on leadership, excellence and development to support the growth of all staff

OUR WORKING ENVIRONMENT

Our people work in inspiring physical spaces across some of Melbourne’s most beautiful suburbs, surrounded by lush gardens and open areas Our building and development program has provided our staff and students with state-of-the-art facilities These well-thought-out lightfilled spaces are designed for collaboration, community gathering and fit-for-purpose learning and engagement Our future development work continues this commitment to best learning environments

We employ people under the relevant enterprise agreement for teaching or professional staff We look to provide a range of remuneration benefits including:

salary packaging options

discounted health insurance

12% superannuation with choice of fund paid parental leave discounted school fees for children of permanent staff employee assistant program on-site parking and access to facilities (e.g. café and gym where available)

WELLBEING

Optimising wellbeing is a key priority, and we are dedicated to growing and promoting our staff wellbeing initiatives We believe a thriving community begins with the wellbeing of our people Our purpose to develop young people of character is best fulfilled when our people feel empowered, balanced, and supported. Our Charter for Workplace Wellbeing affirms our commitment to a culture where everyone working at Ivanhoe Grammar School is valued and can flourish, both personally and professionally We have seven wellbeing principles informing our interactions and practices, and a wellbeing ethos guiding how we actively create a culture of shared responsibility for wellbeing

‘We are about creating a culture where people are given permission to try things to develop their character.

A culture where we all feel safe. A culture of innovation and where our people are constantly trying to be the best they can be. One where students are striving to be their best. That is our collective goal.’

Gerard Foley Principal

Why Melbourne, Victoria?

All Ivanhoe Grammar School campuses are located in beautiful suburbs in Melbourne, a city offering endless opportunity, a great lifestyle, adventure and culture

The cities vibrant atmosphere, friendly people and world class education, are just some of the reasons Melbourne is consistently rated one of the world’s most liveable cities It is the place to be for educators seeking both professional growth and a great quality of life

Melbourne is Australia’s cultural capital, famous for its, diverse food scene, live music, theatre, art, buzzing café culture and of course major sporting events Melbourne offers something for everyone Whether you enjoy exploring galleries and live performances, experiencing new cuisines, cheering at world class sporting events such as the nation’s beloved Australian Football Rules (AFL) or spending time outdoors, Melbourne delivers.

Melbourne’s climate supports all lifestyles, with sun-filled beach summer days, mild autumns, cool winters and bright, sunny springs The seasons support a social, active, outdoor lifestyle and create a comfortable, enjoyable way of living throughout the year

Melbourne strikes a rare balance between the energy of a vibrant, fast paced city and the ease of a relaxed lifestyle, offering lively precincts and buzz alongside peaceful green spaces and a sense of calm Weekend trips to the breathtaking Great Ocean Road, with its incredible coastal scenery, or relaxing visits to the Mornington peninsular beaches are all within reach Scenic regions such as Bright and the Victorian High Country offer outdoor adventures, from hiking and cycling to exploring charming regional towns, making Melbourne an ideal base for both work, leisure and exploration.

Professionally, Melbourne is recognised as a leader in education Schools, such as Ivanhoe Grammar School prioritise innovation, collaboration and wellbeing, offering teachers from overseas the opportunity to grow within a supportive, forward thinking environment while experiencing a new education system and culture

Our locations

IVANHOE

Ivanhoe is the perfect balance of city access and suburban charm, located just minutes away from Melbourne’s CBD while offering beautiful greenery and a spacious atmosphere Known for its village feel, community spirit and quiet prestige, Ivanhoe is an exceptional place to work

The main strip of Ivanhoe is right at your doorstep, allowing staff to enjoy excellent coffee, a variety of foods, essential services and local shops to explore With easily accessible public transport links, commuting to the school is simple Combined with the leafy streets, nearby parks and welcoming community, working in Ivanhoe offers not just professional fulfillment but a genuinely enjoyable experience

MACLEOD

Macleod combines quiet residential feel with everyday convenience, creating a comfortable and welcoming place to work Surrounded by open green spaces and wellestablished neighbourhoods, it offers a calm setting away from the busier inner suburbs

A small but vibrant local centre provides cafés, shops and daily essentials, while reliable public transport makes commuting straightforward With its relaxed pace, strong sense of community and natural surroundings, Macleod delivers a workplace environment that feels both supportive and refreshingly balanced

DOREEN

Doreen offers a modern, community setting in Melbourne’s northern suburbs, blending new infrastructure with open space and scenic surrounds Known for its growing community, it provides a relaxed environment supported by cafés, greenery and local retailers

Expanding transport links make travel increasingly convenient, while nearby parklands and walking trails add to its appeal With its fresh, developing character and strong sense of connection, Doreen presents an inviting place to work.

IVANHOE

Always seeking great people. Your move.

SEEKING MATHS & ENGLISH TEACHERS

Great People Make Great Schools. Your move.

Join our teaching team

POSITION SUMMARY

Classroom Teacher

At Ivanhoe Grammar School, teachers are pivotal to cultivating a dynamic, inclusive, and future-focused learning environment As Members of the Academic Staff – Secondary, they play an active role in the intellectual, social, emotional, and personal development of every student, supporting the School’s commitment to holistic education

Teachers lead high-quality academic and co-curricular programs with a clear focus on student agency, creativity, and deep learning All teachers are expected to adopt and develop expertise in the School’s Instructional Model of Teaching, a research-based framework that prioritises high-impact, explicit teaching practices This model defines four key phases of a learning sequence – Warm Up, New Learning, Dive In, and Reflect – supported by a suite of Universal Practices such as collaborative learning strategies, questioning, differentiation, and the development of metacognition and student agency. Teachers are supported in embedding this model into their practice, enabling consistency across classrooms, improved student outcomes, and a shared language of learning across the School

Beyond the classroom, teachers are also key contributors to student care At Ivanhoe Grammar School, the responsibility for student wellbeing is not confined to pastoral roles – it is an essential dimension of everyday teaching Teachers build strong, respectful relationships with students and remain attuned to their academic, social, emotional, and behavioural needs within and beyond the classroom Teachers are expected to notice, respond to, and support students with care, empathy, and professionalism ensuring both wellbeing support and academic engagement.

Collaboration, professional inquiry, and reflective practice are central to the role Under the direction of their Directors of Faculty, teachers actively engage in the School’s instructional coaching and professional learning programs The Directors of Faculty, provide pedagogical leadership, and strategic direction aligned with the School’s learning priorities In parallel, they collaborate with their Campus Faculty Leader, who holds responsibility for curriculum quality, assessment design, and subject-specific program oversight. Together, these relationships support high-impact teaching and sustained student growth across learning areas

Through visible involvement in House life, co-curricular activities, and campus initiatives, they model the School’s Christian ethos and values with professionalism, compassion, and integrity

Our Playbook

Ivanhoe Grammar School is comitted to providing learning enviroments in which every student can achieve meaninful academic growth

The Ivanhoe Instructional Model is founded upon a deep understanding of how students learn

Our model reflects the best contemporary advice on effective instruction provided by educational research and key educational authorities, including the Australian Education Research Organisation (AERO)

Explicit teaching the Ivanhoe way

• establishes high expectations, reliable routines and positive relationships

• makes learning visible and interactive via clear goals, modelling and guided practice

• is responsive to context and students’ needs

• gradually builds independence, moving learning to deep and transfer phases, and

• teaches students how to monitor and evaluate their own learning

The Playbook’ is our user-friendly practical tool for translating the Instructional Model into action within our classrooms

Curated and developed by staff of Ivanhoe Grammar School, ‘The Playbook’ provides a wide collection of evidence-based practices applicable to each phase and strategy of our Instructional Model

The WHAT, WHY and HOW of each highly effective classroom practice is laid out to provide clarity, consistency, and ease of implementation across our school

For teachers, it provides a shared, collaborative language for discussing professional practice in detail Follow the links to The Learning Hub for video demonstrations, audio summaries, digital tools, classroom resources, and research articles

THE IVANHOE INSTRUCTIONAL MODEL

Key Result Areas

RESPONSIBILITIES PERFORMANCE OUTCOMES

To promote and enable the Ivanhoe Strategic Vision

The Purpose and Ethos of the Strategic Vision are evident in the observable behaviours and professional practice of all staff at Ivanhoe Grammar School

Provide students with a child-safe environment

To inspire, motivate and grow a positive and collaborative learning culture across the School community

A demonstrable and leading understanding of appropriate behaviour and legal obligations relating to child safety

A leader of compliance with the School’s Student-Safety Policy and Code of Conduct, and any other policies or proce-dures relating to child safety

An environment of professional trust, empowerment and learning is fostered Observable professional behaviour and professional courtesy is modelled at all times.

A culture of high expectations and standards is evident in staff work practices and behaviours

Teachers have an active and visible presence within their campus They: remain informed about the School events work effectively with all members of the School community build and foster community spirit through positive relationships with parents and guardians characterised by trust and goodwill

Lessons are structured around the four phases: Warm Up, New Learning, Dive In, and Reflect

Deliver high-quality teaching and learning using the Ivanhoe Instructional Model

Universal Practices are embedded consistently.

Learning intentions and success criteria are clear

Instruction is differentiated to support engagement, growth, and agency.

RESPONSIBILITIES PERFORMANCE OUTCOMES

Teachers use formative and summative assessment to guide instruction and enhance learning

Student growth is monitored and documented using a variety of evidence sources.

Monitor and support student learning through assessment and feedback

Foster a positive, inclusive, and collaborative learning culture

Feedback is timely, actionable, and supports improvement

Students are supported to reflect on their progress, set goals, and take ownership of their learning

Assessment practices align with curriculum standards and the School’s instructional model.

Classrooms are calm, respectful, and student-focused

Collaboration, goal setting, and metacognition are visible

Teachers model professionalism and courtesy, promoting high expectations for behaviour and achievement

Teachers build strong relationships with students and stay attuned to their wellbeing needs

Embed student care and wellbeing into everyday teaching practice

Engage in reflective practice and professional growth

They respond appropriately to social, emotional, and behavioural concerns and work closely with pastoral teams when needed.

Mentor Group responsibilities are fulfilled with care and consistency

Actively participates in instructional coaching, collaborative planning, and strategic professional learning

Seeks feedback, sets improvement goals, and shares practice lifting team capability and student growth

Contribute to House life and cocurricular programs

Demonstrates visible and enthusiastic engagement in House events, co-curricular activities, and campus life

Helps foster school spirit, connection, and belonging across year levels.

RESPONSIBILITIES PERFORMANCE OUTCOMES

Adheres to all school policies and procedures, related to curriculum, assessment and reporting compliance

Uphold professional and legislative responsibilities

Represent the School and maintain strong community relationships

Other duties as directed by the Principal or their delegate

Completes all required training and reporting in accordance with required timeframes

Maintains professional and positive interactions with students, families, colleagues, and the wider community Participates in in key events, committees, and associations as required

The School is represented in a range events and settings as directed

Attend various committee meetings at the invitation of the Principal or their delegate

Engage in projects as directed by the Principal or their delegate

Key selection Criteria

KEY CHALLENGES

Build on the School’s reputation as a contemporary centre of excellence in education.

To create conditions for learning that are student-centred, outcomes-based, incorporate a diversity of approaches and promote excellence

Develop Ivanhoe as a school recognised for exceptional success in promoting the wellbeing of students

EDUCATION AND EXPERIENCE

Relevant Post-Graduate studies (or working towards a further qualification) would be advantageous

Evidence of quality teaching i e improving student learning outcomes

Expert knowledge of child safety protocols and compliance requirements.

Senior Years International Baccalaureate knowledge and experience would be highly advantageous

ELIGIBILITY AND QUALIFICATIONS

Academic transcripts and certificates for all university qualifications (teaching and non teaching)

Evidence of a minimum of 45 days of supervised teaching practice completed as part of a university based teaching qualification

A recognised qualification such as a Bachelor of Education, or an undergraduate degree with a PGCE/PGDE or Master of Education

Please note: Teaching qualifications completed through SCITT, Teach First, Schools Direct or similar school based programs may not meet VIT requirements unless teaching practice was assessed and observed directly by the awarding university

KNOWLEDGE AND SKILLS

Outstanding interpersonal skills including a demonstrated ability to build community

Strong capacity to consult, collaborate and interact with staff, students and parents / guardians

Demonstrable understanding of contemporary learning theories and practices

Sound knowledge of the AITSL Standards for Teaching

Highly competent in the use and application of digital technologies

ATTRIBUTES

Important Information

CHILD SAFETY

All schools have a moral responsibility for the safety and wellbeing of students At Ivanhoe Grammar School we take this responsibility very seriously We are committed to a school culture where protecting children forms a part of our everyday thinking and activity Protecting students is the responsibility of everyone who is employed at, or is engaged by, Ivanhoe in child-related work Detailed information about our commitment to child safety and wellbeing, is set out in our code of conduct, policies and procedures located on our Child Safety page

Committed to child safety, children’s wellbeing and protecting children from abuse, the School requires that all staff comply with the School’s Student Safety Code of Conduct, Student Safety Policy, Student Safety Concerns Management Procedure, Health and Safety Policy and Respectful Workplace Behaviour Policy

All teachers and non-teaching staff working directly with or caring directly for students are required to have a working knowledge and understanding of our Child Safety Code of Conduct, Student Safety Policy and Student Safety Concerns Management Procedure

Where any staff member breaches any of the School’s policies or codes of conduct, the School will take appropriate disciplinary action

TEACHING STAFF COMMITMENT

All teachers are expected to support our students in our three academic pillars of curricular, co-curricular and pastoral care All teachers are expected to teach vertically across a range of year levels, 3- and 4-year-olds in ELC, Prep to 6 in the primary years and Years 7 to 12 in secondary years Teachers are expected to support and extend the School’s ethos and culture, foster in their students the enjoyment of learning and challenge, provide opportunities for students to have a whole of school experience, while striving for a broad world outlook They model for our students the observable behaviours and attitudes of a person of character and work in accordance with the School’s Conditions of Employment for Teachers

OCCUPATIONAL HEALTH AND SAFETY (OHS)

All School staff are required to take reasonablecarefor their own health and safety and that of other staff who may be affected by their conduct.

All staff are responsible for:

Participating in OHS related training

Reporting OHS hazards and incidents

Actively participating in the development of risk assessment and or job safety analysis

Assist with workplace inspections

Adhere to Ivanhoe Grammar School’s OHS policies and procedures

POLICIES AND PROCEDURES

All employees of Ivanhoe GrammarSchool are expected and required to understand and adhere to all School policies and procedures It is a condition of employment that all employees participate in all training provided to them regarding policies and procedures in accordance with legislative requirements A breach of School policy may result in disciplinary action

GREAT PEOPLE CREATE A THRIVING COMMUNITY

Your move

We are always seeking great people.

To apply for a role at Ivanhoe Grammar School, please include the following

Cover letter

A summary of your interest in the position and your alignment to the culture, purpose and ethos of Ivanhoe Grammar School, including our Ivanhoe Learner Attributes

WHERE TO APPLY

Curriculum Vitae

Details regarding your qualifications, relevant experience, and key achievements

Referees

Two professional referees We will only contact them at the relevant recruitment stage, with your agreement

Applications must be submitted via our Seeking English and Maths Teachers from overseas listing on our website or as specified in the job advertisement

ACKNOWLEDGMENT OF APPLICATIONS

All applications will be acknowledged via email, with further details about shortlisting and interview timeframes provided after the closing date

SELECTION PROCESS

Shortlisted applicants will be invited to attend an in-person interview Depending on the role, the selection process may include a: second round interview practical task review of compliance documents

REFERENCE CHECKS

At least two reference checks will be conducted This will be undertaken with your nominated referees after interviews and with your permission We may also contact others with knowledge of your professional background

PRE-EMPLOYMENT COMPLIANCE

All preferred candidates will be required to:

hold or obtain a valid Working with Children check or Victorian Institute of Teaching registration (for teaching roles) undergo identity and qualification verification provide evidence of right to work in Australia (if applicable) complete child safety declarations and relevant induction modules undertake pre-employment health or psychometric screening where relevant to the role

Ivanhoe Grammar School is committed to the safety, participation and wellbeing of all children We have a zerotolerance approach to child abuse and all applicants must demonstrate an understanding of, and commitment to, child safety standards

Ivanhoe Grammar School is committed to providing a safe and inclusive environment where everyone is welcome to be themselves

VISA

Ivanhoe Grammar School may sponsor eligible international candidates on a Skills in Demand (subclass 482) visa, allowing you and eligible family members to live and work in Australia

Always seeking great people. Your move.