Recruitment in Schools

Overview

The quality of the workforce is the major factor driving improvement in schools. The Department of Education (the department) supports a culture of leadership, learning and renewal in all workplaces with opportunities for career development and advancement. Excellent service provision can only happen when the right people are attracted, recruited, and supported to do their jobs as effectively as possible.

In this context schools are able to build progressively, or maintain, a workforce that can provide the best possible teaching and learning in the school. The department is committed to the standard mode of employment in schools being ongoing.

Schools have the capacity to select the best available employees to meet the educational needs of students and to maximise ongoing employment opportunities in Victorian government schools. Local selection arrangements provide the most effective way of matching the talents and career aspirations of employees with the specific needs of individual schools.

Related policies

• Compassionate Transfer — Teaching Service
• Conflict of Interest
• Consultation with School Based Staff
• Values — Department and VPS Values for School Employees
• Dimensions of Work — Education Support Class
• Excess Procedures — Teaching Service
• Principal Selection
• School Jobs Vic
• Remuneration - Teaching Service
• Roles and Responsibilities — Teaching Service
• Special Payments
• Statutory Declarations and Affidavits
• Suitability for Employment Checks
• Victorian Public Sector Employment Principles and Standards
• Workforce Planning for Schools
• Working in More Than One School

Relevant legislation

• Delegations
• Industrial Agreements
• Industrial Awards
• Legislation — Employment Topics
• Ministerial Orders — Employment

Policy and Guidelines for Recruitment in Schools

The Recruitment in Schools Policy and Guidelines (last updated 18 November 2025) contain the following chapters:

• Introduction
• Workforce profile
• Translation to ongoing employment
• Managing and advertising vacancies
• Qualifications
• Applicant selection
• Suitability for child connected work
• Transfers and promotions
• Employment
• Review or grievance

Introduction

The department has the responsibility to protect and provide for the welfare and safety of students and staff and to maintain the security of resources and assets by requiring and maintaining high standards of professional behaviour and conduct from employees. In order to meet its responsibilities, the department must be satisfied that only those who meet the highest standards of integrity and suitability are employed. In addition, the principal must be satisfied that the prospective employee is suitable for child-connected work.

Principals have the delegated authority and responsibility within the context of a legislative framework to manage the recruitment of employees as vacancies arise. In exercising this authority and responsibility principals are reminded of the consultative requirements under the Victorian Government Schools Agreement 2022 in relation to matters involving the long-term planning and operation of the school.

While principals may exercise a significant degree of discretion in implementing many of these policies and procedures, a number of mandatory requirements are also described. Legislation, orders made under that legislation, and industrial instruments are cross referenced where relevant.

Part 2 of the Public Administration Act 2004 establishes public sector values and employment principles to be applied by all Victorian public sector bodies. The employment principles underpin employment processes which apply to the Victorian public sector, which includes employees in the teaching service. Information regarding the Victorian Public Sector Employment Principles and Standards and associated guidelines is available on the Schools Policy and Advisory Library.

The Guide provides comprehensive policy and information concerning recruitment in schools including the following:

• Workforce profile
• Managing and advertising vacancies
• Translations to ongoing employment
• Applicant selection
• Qualifications
• Suitability for child-connected work
• Employment
• Review or grievance

This guide is to be used to ensure compliance with key aspects of recruitment policies and other human resources policies to assist in the recruitment, transfer and promotion of staff to meet both the short and long-term needs of their school and the professional learning needs and career aspirations of employees. Unless specifically indicated, the policy and procedures outlined apply to all teaching service positions other than principal positions.

Workforce profile

Effective workforce planning produces a simple and meaningful tool to assist decision making and to implement good staff management practices. A key element of a school’s workforce plan is its workforce profile which underpins all recruitment, transfer and promotion decisions made within the school. The preferred workforce profile is determined taking into account the school strategic plan, legislative requirements, state-wide curriculum or other guidelines, and funding available in the Student Resource Package (SRP).

The profile should reflect goals and priorities as described in the school strategic plan and may change as goals and priorities alter. The staffing profile must be able to be fully funded within the SRP and will outline the:

• leadership profile, including assistant principal and leading teacher and learning specialist positions
• mix of full and part-time positions having regard to the needs of employees and students
• mix of ongoing and fixed term employment
• mix of teaching and non-teaching staff

As vacancies arise staffing decisions should be made in the context of the school’s preferred workforce profile. The duties of a position may be redesigned on vacancy, or by agreement with the incumbent or when establishing new positions or working arrangements within the school. When doing so, a principal must ensure that the classification level (and range where relevant) of a position is fixed at a level appropriate to the roles and responsibilities of the position.

Where it is proposed to vary the duties of existing employees, local consultation will need to occur within the context of the terms and conditions of employment of the employees affected by the proposed variation.

For guidance on workforce planning, visit Workforce Planning for Schools.

Leadership profile

The leadership profile of a school should represent at least 20 per cent of the teaching staff of the school where practicable having regard to the resources available to the school. This means that at least 20 per cent of the total teaching profile are classified as Principal, Assistant Principal, Leading Teacher and Learning Specialist.

Translation to ongoing employment

The Victorian Government Schools Agreement 2022 provides that an eligible fixed term employee (refer to eligibility below) will be offered ongoing employment where a suitable ongoing position would otherwise be advertised in the school. Principals should continue to offer ongoing employment to eligible employees as positions become available in the school.

Where an ongoing position that would otherwise be advertised becomes available in a school, the principal should determine if the position is a suitable position for any eligible fixed term employee(s) in the school. Where the position is suitable, the eligible fixed term employee will be offered ongoing employment. Where the position is not suitable, the principal is to inform all eligible fixed term employees of that decision before proceeding to advertise the position.

In circumstances where the number of eligible fixed term employees exceeds the number of suitable positions the principal should inform employees of their eligibility and conduct an internal merit process, including the establishment of a panel, which should be used to determine which eligible fixed term employee(s) is to be offered ongoing employment. In this case the principal is to inform all eligible fixed term employees of the outcome of the merit process and inform the unsuccessful employees of their right to lodge a personal grievance with the Merit Protection Boards within 14 calendar days in respect of the principal’s decision.

An offer of ongoing employment to the successful eligible fixed term employee(s) may be made after the time period for lodging grievances has elapsed (14 days) or any grievance has been resolved (whichever is the later).

An offer of ongoing employment to an eligible fixed term employee is subject to a probationary period of up to 12 months for teachers and 6 months for education support class employees. The probationary period for an employee who has at least 12 months service with the employer in the previous 24 months, including any period of fixed term employment, will be up to 6 months for a teacher or 3 months in respect of an education support class employee.

Eligibility

To be eligible to be offered ongoing employment, a fixed term employee must have been employed continuously for longer than 12 months or a complete school year inclusive of all school vacation periods if that is less than 12 months (and in the case of a teacher must hold provisional or full registration from the Victorian Institute of Teaching) in response to:

• a vacancy advertised for longer than 12 months
• a vacancy advertised for 12 months or less resulting in 2 or more fixed periods of employment as a result of being offered a second period of employment under clause 21(2)(c)(ii) of the Agreement
• 2 or more vacancies advertised for 12 months or less resulting in 2 or more fixed periods of employment
• an advertised parental absence vacancy in the second or subsequent year of that replacement.

A fixed term employee who is a visa holder cannot be translated to ongoing employment where that is inconsistent with the terms of the employee’s visa.

In addition, to be eligible to be offered ongoing employment in a special setting (or as a visiting teacher) a fixed term teacher must either:

• hold an approved special education qualification; or
• have completed 3 or more years of continuous employment as a teacher in the teaching service in a special setting and be assessed by the principal (in respect of positions in special settings) or the Regional Director (in respect of visiting teacher positions) as suitable for ongoing employment in a special setting or as a visiting teacher.

A break in employment spanning a school vacation period does not break continuity of eligibility to be offered ongoing employment. To confirm a person’s eligibility for ongoing employment, a principal may contact the Schools Recruitment Unit by email at schools.recruitment@education.vic.gov.au.

Annual Departmental process

In order to meet its obligations under the Victorian Government Schools Agreement 2022, each year the department will:

• identify fixed term employees who are eligible to be offered ongoing employment
• provide an opportunity for principals to advise the department that translation to ongoing employment should not occur as the position(s) continues to meet one of the fixed term reasons set out in clause 21(2)(d) of the Victorian Government Schools Agreement 2022.

Where the department is not satisfied that a position continues to be fixed term, an offer of ongoing employment will be made to the employee, effective from 1 April of that year. All eligible family leave replacement fixed term employees will be considered for translation to suitable ongoing vacancies at the school.

A central offer of translation to ongoing employment to an eligible fixed term employee will be subject to a probationary period in accordance with the Victorian Government Schools Agreement 2022.

Where the department is satisfied that a position continues to be fixed term, an offer of ongoing employment will not be made to the employee and the employee advised in writing of this decision. An employee who is dissatisfied with this decision may lodge a personal grievance with the Merit Protection Boards in respect of the decision.

Managing and advertising vacancies

All employment decisions must be able to be funded by the SRP. Supplementary funds are not available to schools to employ staff outside the SRP.

School based vacancies are managed through the School Jobs Vic career portal (Formerly Recruitment Online).

Within School Jobs Vic there are two pathways to find applicants for vacancies:

• Advertised vacancies: The vacancy is advertised for a minimum of 14 days and applicants apply for the role through School Jobs Vic including submitting a written response to the selection criteria for the position
• Direct vacancies: The vacancy is posted in the Applicant Pool in School Jobs Vic for a minimum of 3 days. Applicants for the vacancy are matched based on their preferences in their profile in the Applicant Pool. This does not require a written response to the selection criteria. Selection criteria will be assessed through the selection process. The summary report containing possible applicants is available to the principal in School Jobs Vic.

The recruitment pathways above cannot be conducted concurrently for the same vacancy at the same time and must be undertaken as separate and distinct processes. At the conclusion of one of the recruitment pathways above, a separate process may be undertaken for the same vacancy if there was no suitable candidate identified as part of the initial recruitment process.

To maximise employment opportunities, vacancies are open to all qualified applicants both within and external to the teaching service.

Managing vacancies

Principals should initially determine whether the vacancy is within the school’s workforce plan and that funding is available and will continue to be available for the duration of the vacancy. In addition, consideration should also be given to:

• projected student enrolments
• the duties, classification, range and time fraction of the position
• the expected duration of the position

Principals may also consider the assignment of higher duties or the use of available funds for other purposes, such as special payments, as an effective method of ensuring the duties of a vacant position are performed and, at the same time, provide opportunities for the continued development of employees.

Ongoing vacancies

The standard mode of employment in the Victorian Teaching Service is ongoing. An ongoing vacancy is a vacancy with no specified end date.

Fixed term vacancies

The department is committed to the standard mode of employment in schools being ongoing. It is recognised that for some classroom teacher and education support class positions fixed term or casual employment is necessary.

Consistent with the requirements of the Victorian Government Schools Agreement 2022 vacant classroom teacher and education support class positions should be filled on an ongoing basis other than in the following circumstances:

1. when a person is employed for a fixed period of time to replace an employee who is absent on leave of 12 months or less other than a parental absence
2. when a person is employed for a fixed period of 7 years to replace an employee on a parental absence.
3. when the employer has good reason to believe that, should a person not be employed fixed term, an excess staff situation will arise. This may include predicted enrolment decline determined by the enrolment predictions of the department
4. when a person is employed for a fixed period of time to undertake a specific project for which funding has been made available for a specified period of time provided that the vacancy is to be advertised for the duration of that funding
5. where a teacher with full or provisional registration is not available and a person with permission to teach is employed for a fixed period of time not exceeding 3 years
6. when a person is employed for a fixed period of time to replace an ongoing employee who is on temporary transfer or secondment
7. a temporary visa holder is employed

The Victorian Government Schools Agreement 2022 requires the department to implement proactive processes to ensure fixed term vacancies satisfy the fixed term criteria set out above. To meet this requirement, the department will actively monitor fixed term vacancy trends and identify those schools that appear to have a larger number of fixed term vacancies than the school’s circumstances would indicate.

Principals are required to identify which of the above reason(s) apply in relation to each fixed term position that is to be filled. Where the principal considers a classroom teacher or education support class position should be filled on a fixed term basis in circumstances other than those identified in (a) to (g) above, the principal must contact the Schools Recruitment Unit for advice.

Filling short fixed-term vacancies

A short-term vacancy in the teaching service is a vacancy of 6 weeks or less or up to 1 school term (inclusive of the school vacation period for classroom teacher vacancies) to replace an employee who is absent on long service leave.

A person must not be re-employed fixed term in a short-term vacancy in the same school for a period beyond 6 weeks (or 1 school term if replacing an employee who is absent on long service leave) without the position being advertised.

A principal can determine that a short-term vacancy be filled by:

1. the temporary administrative transfer of an ongoing employee from another school with the agreement of the principal of that school, or
2. contacting Schools Recruitment Unit to ascertain if an employee with priority status is available to fill the vacancy,
3. advertising the position through School Jobs Vic and identifying, through the merit selection process, a suitable applicant, or
4. employing a person on a fixed term basis, or
5. employing a person on a casual basis, for up to 6 weeks

Temporary administrative transfers to short-term vacancies will be voluntary and arranged between individual principals and employees. Employees who accept a temporary administrative transfer to a short-term vacancy in another school will return to their original school at the expiration of the short-term vacancy. The receiving school principal should ensure that the terms of any temporary administrative transfer to a short-term vacancy are communicated to the employee and the principal of the base school prior to the employee commencing in the position.

Schools Recruitment Unit will need to be contacted to give effect to the principal’s decision under (a), (b) or (d) above.

Filling vacancies other than short term vacancies

With the exception of short-term vacancies or where an employee in the school is assigned the duties, including under the higher duties policy, teaching service vacancies must be advertised using School Jobs Vicor filled using the Applicant Pool (for classroom teacher vacancies).

An eligible fixed term employee can be translated to an ongoing position without advertisement (where the position would otherwise be advertised).

Where there is no eligible fixed term employee, a principal may fill an ongoing vacancy through the administrative transfer of an ongoing employee at or below the employee’s substantive classification and salary range, in accordance with the policy on administrative transfers. As above, administrative transfers are subject to the suitability for child connected work check.

Duration of fixed term vacancies and further offers of fixed term employment

Fixed term classroom teacher and education support class positions can be offered for periods of more than 30 working days up to 3 years other than when a person is employed for a fixed period of 7 years to replace an employee on a parental absence. The reason for the advertisement of the fixed term vacancy must be consistent with the fixed term criteria requirements of the VGSA 2022. Principals cannot offer fixed term positions for less than the expected period of the vacancy or for artificially created shorter periods of time. Constant re-advertisement of short-term positions for the same vacancy does not contribute to stability and continuity either within the school, or for fixed term employees.

A fixed term employee employed in response to an advertised fixed term vacancy may be offered 1 further period of fixed term employment, without advertisement of the position, provided the position continues to satisfy the fixed term criteria set in the table below. The further period of fixed term employment:

• is a separate period of employment, not an extension of the initial period of employment,
• can be for the same duration as the initial period of employment or for any shorter period but not less than 30 working days, and
• is subject to normal pre-employment processes

A fixed term ready reckoner has been developed to assist schools in establishing the appropriate end date of employment for teachers.

In respect of education support class vacancies, the end date of the fixed term vacancy may be calculated taking into account the date the annual and additional paid leave would be exhausted.

In relation to fixed term classroom teacher vacancies the duration of the vacancy must include relevant school vacation periods as follows:

Parental absence vacancies

When filling parental absence vacancies for teachers or education support class, the position will be advertised for 7 years, and the replacement employee will be employed for 7 years or until the employee being replaced returns to duty or their period of fixed term employment expires, whichever is the earlier. Where the employee absent on leave associated with a parental absence returns to duty or the employee’s period of fixed term employment expires, the replacement employee’s employment may cease prior to the expiration of the 7 years on the employee being provided with not less than 12 weeks’ notice of termination.

Where the employee on parental absence is an ongoing employee and does not return to duty, the replacement employee will be offered ongoing employment (subject to a probationary period as appropriate).

Where an ongoing employee is temporarily transferred into a parental absence vacancy and remains in that vacancy for more than 12 months the employee will be permanently transferred to that school.

Advertised or direct vacancies

All vacancies must be filled in accordance with the department’s selection procedures set out in this Guide and comply with the relevant Ministerial Orders. Selection to advertised and direct vacancies is determined solely on the basis of merit, assessed in relation to the selection criteria of the position to be filled.

Once applicants have been identified using one of the below methods, the selection panel is required to shortlist applicants using a merit-based process based on the person’s suitability for the role.

Advertised vacancies

Vacancies advertised on School Jobs Vic will include the:

• position description
• selection criteria;
• department’s commitment to equal opportunity and diversity and inclusion
• reference to child safety suitability requirements

Advertisements will also include the statement: 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. While there is no entitlement to employment at a time fraction less than the advertised time fraction, any request, will be considered having regard to the reasons for the request, the workforce planning needs of the school, including attraction and retention, and any other relevant factors.

Where a position is advertised in anticipation of an employee’s cessation and the employee applies for the position before their cessation has taken effect (for example a cessation at age 54 and 11 months), the vacancy must be withdrawn and can only be readvertised after the effective date of the employee’s cessation. Where the employee is an applicant for another position, the selection process may continue for that position. If the employee is the preferred applicant for the other position, the offer of employment is to be delayed until after their cessation has taken effect.

Direct vacancies

For direct vacancies, the candidate will be matched automatically to an open vacancy based on preferences and selection will then proceed in accordance with the selection process set out in this guide, and are subject to all pre-employment checks, including the suitability for child connected work check.

Position classification and work value

Positions are classified within one of the following classifications:

• principal class;
• teacher class;
• paraprofessional class; or
• education support class.

When classifying a position, it is important to identify the tasks, the skill levels required and accountability requirements of the position to fulfil effectively the requirements of the position. This is known as determining the work value of a position. The work value of a position arises from an assessment of the total worth of a position in comparison to other positions within the class.

When determining the classification level (and range where relevant) of positions, the following should be considered:

• the volume of work does not determine the classification level of a position. Job complexity and levels of responsibility are the main areas for consideration
• the position should be classified, not the person. Classification decisions are based on the work requirements of a position not the qualities of current occupants or potential applicants
• the work requirements of a position must have changed to justify the reclassification of a position. A position should not be classified at a higher level simply because the current occupant has the skills and ability to work at a higher level
• classifying a position should involve a comparison of all levels that encompass the range of work
• all classification levels can be expected to undertake duties applicable to that of a lower classification
• where employment in a regulated profession requires a mandatory qualification (such as psychology, nursing or physiotherapy) the classification of such positions must be at least education support class level 1 range 3
• the minimum range for which a position performing the functions of ‘Business Manager’ is education support class level 1 range 3
• a position classified as Registered Nurse range 3 will have structured support and guidance from registered nurses at higher levels located at the school
• where a position requires registration as a Registered Nurse and will be a sole practitioner, the position will be classified at least level 1 range 4.

Assistant principal, leading teacher and learning specialist vacancies

Principals may advertise an assistant principal vacancy at range 1, 2, 3 or 4. As there is only 1 level of both leading teacher and learning specialist these positions are advertised as 'leading teacher' or 'learning specialist' respectively.

Assistant principal, leading teacher and learning specialist positions are tenured for periods of up to 5 years. Successful applicants will be employed on an ongoing basis with tenure in the position for the period as advertised.

At the completion of the period of tenure, the principal will determine whether any assistant principal, leading teacher, learning specialist tenure is to be renewed or the position abolished or advertised in accordance with departmental policy. Where tenure is not renewed, the employee will continue to be an ongoing employee at the school.

Classroom teacher vacancies

Principals may advertise a teacher vacancy as 'classroom teacher' or 'classroom teacher range 2' and may specify particular subjects areas (subject tags). 'Classroom teacher range 1' positions are not able to be advertised except as part of the teacher graduate recruitment program (refer below).

All primary school vacancies are regarded as generalist teacher vacancies. Subject tags are indications of preferred additional areas of expertise but cannot be the basis for not selecting an excess teacher or teacher eligible for compassionate transfer except in the case of a languages tag.

At the secondary level, subject tags should reflect the actual timetabled allotment of the position but should not be so restrictive as to breach merit-based selection requirements. A teacher who does not satisfy the qualification requirement of a particular subject tag may be selected for a position provided the principal is satisfied that the teacher can demonstrate experience in the subject area.

Where a teaching position is advertised and a suitable qualified person who has current provisional or full registration status approved by the Victorian Institute of Teaching (VIT) is not available, a person who does not satisfy the requirements for full or provisional registration status but does have permission to teach approved by the VIT may be employed as a paraprofessional on a fixed term basis for the period of the vacancy or a maximum period not exceeding 3 years subject to any restrictions imposed by the VIT.

Teacher Graduate Recruitment program

The Teacher Graduate Recruitment program assists recent teaching graduates to find a position in a Victorian government school. The program actively supports the employment of teacher graduates in government schools by identifying vacancies for teachers who have completed their course requirements and graduated in the last 4 years.

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:

• have completed their course requirements and graduated in the last 4 years, and
• not be employed as a teacher by the department at the time the advertised position is to commence.

The Teacher Graduate Recruitment program enables principals to advertise a defined number of vacancies each year. In primary, P–12, specialist schools and secondary colleges, funded vacancies of up to 2.0 Full Time Equivalent (FTE) per year may be designated as Teacher Graduate Recruitment vacancies. An additional 2.0 FTE funded vacancies per year may be designated as Teacher Graduate Recruitment in all primary, P–12 or specialist schools where the Student Resource Package (SRP) exceeds $2 million and in all secondary colleges where the SRP exceeds $5 million.

Where the SRP of a school exceeds $8 million, an additional 4.0 FTE vacancies per year may be designated as Teacher Graduate Recruitment vacancies.

Teacher Graduate Recruitment vacancies must be advertised on an ongoing basis and accordingly may be subject to a probation period. In addition to teacher graduate recruitment vacancies, graduate teachers are eligible to applying for all vacancies including classroom teacher vacancies.

The successful applicant for a position advertised through the Teacher Graduate Recruitment program will be employed as an ongoing 'classroom teacher' with salary determined in accordance with commencement salary policy.

Graduates that are employed to vacancies that are not advertised through the Teacher Graduate Recruitment program will be employed subject to the terms and conditions of that vacancy.

Special schools and settings and visiting teachers

Where the view is formed that a teacher vacancy in a special school or setting (or a visiting teacher position) which requires an approved special education qualification, may not attract applications from teachers with that qualification, then the following advice may be included in the job opening when the teacher vacancy is created on School Jobs Vic:

‘Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification'.

Where the vacancy was advertised as an ongoing position and an external applicant who does not have an approved special education qualification is selected, that person can only be offered fixed term employment for a period not exceeding 3 years.

Paraprofessional class

Paraprofessional vacancies cannot be advertised. The employment of a paraprofessional can only occur when it has been established established that there is no suitable registered teacher available to fill the teaching vacancy. Employment as a paraprofessional may only occur following an application from the school to the Victorian Institute of Teaching seeking permission to fill the vacancy with an unqualified person, and the Victorian Institute of Training granting that person permission to teach.

However, where the principal forms a view that a vacancy, which requires particular expertise, may not attract applications from registered teachers then the following advice may be included in the job opening when the teacher vacancy is created on School Jobs Vic:

'People who have professional expertise in the area but do not have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants with provisional or full VIT registration. Applicants who are not eligible for provisional or full registration require permission to teach from the Victorian Institute of Teaching prior to commencing employment'.

A paraprofessional employed in response to a 'classroom teacher' vacancy will be offered employment at either salary range 1 or 2. A paraprofessional employed in response to a 'leading teacher' or ‘learning specialist’ vacancy will be offered employment at either range 3 or 4. The range is determined by the principal having regard to the role and responsibilities the paraprofessional will undertake.

Education support class

Principals may advertise education support class positions at level 1 range 1, 2, 3, 4 or 5 or level 2.

The level 1, range 1 classification is a training grade for employees participating in formal trainee or cadetship programs or other similar public sector wide entry level employment programs.

An education support class position may be advertised that requires the successful applicant to undertake duties for all or part of the 30 days additional paid leave. In this case the successful applicant for that position is required to attend for duty consistent with the advertised position and will be paid a leave purchase allowance. The number of days or hours for which attendance is a requirement of the position is to be included in the Job Opening under 'Role'.

Student support funded positions

All education support class vacancies linked to Student Support Funding (or any successor program such as Disability Inclusion funding) are to be advertised as ongoing. A term of the ongoing employment for vacancies linked to Student Support Funding is that employment can be ended within the first 7 years of that person’s ongoing employment where:

• the Student Support Funding or comparable funding reduces or ceases, and
• not less than 12 weeks’ notice of termination is provided to the employee
• the employee will be paid a severance payment, calculated at the rate of pay received immediately prior to the termination date

For information regarding severance payments for these vacancies and positions, please refer to the Management of Excess Policy and Guidelines.

Position description

A position description is to be prepared for any vacant position which will include the classification, range where applicable, and tenure of the position, any particular qualification requirements, the role and responsibilities of the position and the selection criteria. For information, refer to Roles and Responsibilities — Teaching Service. All position descriptions are to include the following statement:

'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 (including Ministerial Order 1359). The school’s Child Safety Code of Conduct and all relevant child safety policies are available on the school’s website'.

Template position descriptions are available for most standard positions that may be advertised on School Jobs Vic. Template Selection criteria for teacher, leading teacher and learning specialist positions are also available on School Jobs Vic.

To demonstrate the department’s commitment to workplace inclusion, it is expected that position descriptions include inclusive language to ensure all applicants are provided with an equal opportunity for employment. An inclusive position description supports school recruiters to reach a wider pool of applicants and avoids inadvertently discouraging certain groups from applying. The department has a positive duty to provide equal employment opportunities and is committed to diversity and inclusion. For assistance or advice on inclusive position descriptions contact: diversity@education.vic.gov.au.

To assist applicants, it is recommended that principals provide information specific to the school such as the School Strategic Plan and the school’s special characteristics, features and programs. All applicants must receive the same information in relation to a particular position. Additional material may be provided at the request of the applicant.

Qualifications

The Secretary (or delegate) may require particular qualifications and, or training for a specific position or class of positions.

Principal class qualifications

To be eligible for employment, transfer or promotion in the principal class a person must:

• have provisional or full registration from the Victorian Institute of Teaching;
• be four year trained; 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’.

To be eligible for employment in the principal class, a person who graduated from a Victorian Initial Teacher Education 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 Initial Teacher Education program completed by the person).

In addition, and unless otherwise determined by the Secretary, to be eligible for appointment as a principal a person must either:

• be a substantive Principal of a registered school in Victoria; or
• have a statement of readiness following completion of the Victorian Aspiring Principal Assessment (VAPA).

Further information on the VAPA requirement can be found on the Victorian Aspiring Principal Assessment Overview webpage.

Teacher class qualifications

To be eligible for employment, transfer or promotion in the teacher class, a person must:

• have provisional or full registration from the Victorian Institute of Teaching (the Institute); 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’.

In addition, to be eligible for employment in the teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person).

Where a teacher is to be employed to teach across an integrated K-2 program, that teacher, in addition to the above registration requirements, must also be registered as an early childhood teacher.

Principals are to ensure that prospective employees provide evidence of registration with the Victorian Institute of Teaching. The Institute has provided a Principals' Hotline on 1300 650 375 to assist principals with registration issues. If urgent consideration of a registration application is required, principals should contact the Institute to expedite processing. Please note however, that the Institute will need to have received a complete application including all required documents from the teacher before registration can be granted.

When assessing the level of competence that a teacher could be expected to display, principals should give consideration to appropriate specialist studies and relevant professional development and training courses that a teacher has undertaken.

Primary teachers

Generally, primary teachers are expected to be able to teach in the curriculum areas set out in schedule 1 of the Education and Training Reform Act 2006, including English; Mathematics; Sciences; Humanities & Social Sciences; The Arts; Languages; Health & Physical Education; and Information & Communication Technology & Design & Technology.

It is preferable that English as an Additional Language (EAL) teachers have an EAL methodology and practicum as part of their teacher training or postgraduate studies.

Some secondary teachers have appropriate knowledge and skills to teach in primary schools, particularly at Years 5 and 6. However, in order to maintain staffing flexibility in primary schools and provide these teachers with a career path in primary schools, the principal should encourage secondary-trained teachers to undertake appropriate studies and/or professional development to broaden their expertise in the primary sector.

Such studies or professional learning should provide:

• a knowledge and understanding of the cognitive development for children in the age range of 4 to 12 years
• an awareness of the differences between teaching in secondary and primary schools
• the skills to teach the wide range of discipline-based learning areas delivered by the generalist class teacher.

Secondary teachers

Generally, secondary teachers will have completed 2 or 3 years of sequential study in a number of subject areas post-Year 12. Such in-depth studies, combined with teaching methodology and supervised practice teaching, should provide the knowledge and skills to teach the particular disciplines. A teacher who does not satisfy the qualification requirement of a particular subject tag may be selected for a position provided the principal is satisfied that the teacher can demonstrate experience in the subject area.

Some primary teachers may have appropriate skills and knowledge for teaching in a secondary school, particularly at Years 7 and 8. However, to maintain staffing flexibility in secondary schools and to provide these teachers with a career path in secondary schools, the principal should encourage primary trained teachers to undertake appropriate studies and, or professional development to broaden their expertise so that they may teach students in the more senior classes.

Such studies or professional learning should be provide:

• a knowledge and understanding of the cognitive development relating to adolescence (12 to 19 year olds)
• an awareness of the differences in teaching between secondary schools and primary schools
• the skills and depth of curriculum knowledge to teach discipline-based learning areas to a wider range of year levels

Special schools and settings

In addition to the registration requirements set out above, principal and teacher class employees in special settings and visiting teachers are required to have completed an approved year of study in an appropriate special education discipline for ongoing employment in special settings or as a visiting teacher.

Where an ongoing teaching position in a special school or setting (or a visiting teacher position) is advertised:

• an ongoing teacher who does not hold an approved special education qualification may be offered permanent transfer to the school if the teacher has completed 3 or more years continuous employment in the teaching service in a special setting, and is assessed by the principal (in respect of positions in special settings) or regional director (in respect of visiting teacher positions) as suitable for ongoing employment in a special setting.
• an external applicant, including an existing fixed term employee, who does not hold an approved special education qualification, but who holds provisional or full registration with the Victorian Institute of Teaching, may be offered ongoing employment if the teacher has completed 3 or more years of continuous employment as a teacher in the teaching service in a special setting and is assessed by the principal (in respect of positions in special settings) or regional director (in respect of visiting teacher positions) as suitable for ongoing employment in a special setting.

Other than set out above, a teacher who does not have an approved special education qualification can only be offered:

• temporary transfer for a period not exceeding 3 years where the successful applicant is an ongoing employee, or
• fixed term employment for a period not exceeding 3 years where the successful applicant is not an ongoing employee.

Teachers who do not have an approved special education qualification should continue to be encouraged to undertake and complete a further 1 year of study in an appropriate special education discipline.

Teachers of languages

In addition to the registration requirements set out above, it is preferable that all teachers employed to teach languages have completed a 3-year post-Year 12 or 4-year beginners stream tertiary study in the language and an approved language teaching method, both the theory and practicum.

Secondary teachers who were employed in government schools before the beginning of the 1996 school year are considered qualified to teach a language if they had completed a post-Year 12 language sub major.

Some language teachers may hold a P–12 language teaching qualification enabling them to teach in primary, secondary and P–12 schools.

Education support class qualifications

The qualification requirements for education support class positions will depend on the nature of the position. Generally, education support class positions do not have mandatory qualification requirements but may require knowledge in specific functional areas depending on the nature of the role and responsibilities of the position. However, some professions (for example psychology, nursing, physiotherapy) are regulated and have mandatory registration and, or qualification requirements for employment in that profession.

The Secretary (or delegate) may require particular qualifications and/or training for a specific position or class of positions. To date, the Secretary has not mandated qualifications for education support class positions other than those required in the regulated professions and required by law.

Where a principal wishes to include a qualification requirement for an education support class position, this may be done but must be expressed as desirable unless the position falls into one of the regulated professions in which case the qualification requirement is mandatory.

Applicant selection

The purpose of a selection process is to choose the applicant who will perform successfully in the advertised position and do so better than all other applicants. The selection panel can use a range of instruments or selection tools designed to predict successful performance on the job. The selection panel should be able to demonstrate the rationale for the selection tools used to identify and assess the required competencies.

Students may not be used in the selection processes except in exceptional circumstances. Should a school wish to use a student in a selection process please contact People and Workplace Relations (schools) Division at workplace.relations@education.vic.gov.au for advice.

The selection process is illustrated as follows:

All vacancies must be filled in accordance with the department’s selection procedures set out in this Guide and comply with the relevant Ministerial Orders. Selection to advertised positions is determined solely on the basis of merit assessed in relation to the selection criteria of the position to be filled.

Selection principles

The following principles should be applied in the selection process:

1. selection criteria are relevant to the work to be performed, free from bias, documented and made available to all applicants and consistent with any core elements for the relevant classification set out in Part 9 of Ministerial Order 1388
2. the applicant’s skills, knowledge and abilities, relevant to the work to be performed, are fairly assessed
3. selection methods are relevant to the work to be performed
4. decisions and processes provide procedural fairness
5. decisions are documented and capable of review
6. appropriate confidentiality is maintained
7. all applicants receive fair and equitable treatment without regard to age, breastfeeding, carer status, disability, employment activity, gender identity, industrial activity, lawful sexual activity, marital status, parental status, physical features, political belief or activity, pregnancy, race (including colour, nationality, ethnicity and ethnic origin), religious belief or activity, sex, sexual orientation, an expunged homosexual conviction or personal association (whether as a relative or otherwise) with a person who is identified by reference to any of the above attributes.

The department has a positive duty under the Equal Opportunity Act 2010 to provide reasonable and proportionate measures to eliminate discrimination and a duty to provide reasonable adjustments for people with a disability. Further information is available from the department’s Disability and Reasonable Adjustment — Employees page.

Panel members should also be aware that it is unlawful to discriminate against an applicant on the ground of an attribute or ask a discriminatory question, in contravention of the Equal Opportunity Act 2010.

For assistance or advice on inclusive recruitment processes contact diversity@education.vic.gov.au.

Supporting diversity and inclusion

The department is committed to supporting diversity and inclusion in our workforce. Diversity and inclusion are an integral part of all recruitment and selection practices.

School recruiters should think broadly about the benefits of a workforce with diverse skills and perspectives, which represents the community that we serve. Thinking about this at the beginning of a recruitment process will enable consideration of whether to target some groups in the recruitment process – for example Aboriginal and/or Torres Strait Islander applicants, or applicants with disability.

Inclusive language should be used in job advertisements and position descriptions. Inclusive position descriptions have a significant impact on a candidate’s perception of the job and whether they apply.

Ensuring recruitment processes are inclusive is critical to achieving a diverse workforce. School recruiters and selection panel members are encouraged to familiarise themselves with the Inclusive recruitment e-learn module in LearnED (login to eduPay required). The inclusive recruitment module helps school recruiters to better understand unconscious bias and provides practical steps for managers to ensure an inclusive recruitment process. The Inclusive Workplace Guide is also available on the Policy and Advisory Library to assist principals/managers to create inclusive and respectful workplaces.

Under the Equal Opportunity Act 2010 it is unlawful to discriminate against a candidate due to a protected attribute. The diversity of applicants’ backgrounds and capabilities should be viewed as an attribute and should in no way diminish the assessment of the applicant’s suitability for the position and the selection process must be undertaken in an inclusive manner. For example, if an applicant prefers a phone interview and other applicants prefer a video interview, this is acceptable.

A special measure is a lawful way to give an employee or candidate from an under-represented group substantive equality in the recruitment process. For example, by defining who can apply for a role to increase the number of employees from a specific group of people or prioritise a group of people in the selection process.

Advice regarding the process for advertising and recruiting the role as a special measures role can be accessed on the Victorian Public Sector Commission’s (VPSC’s) Guide to hiring with special measures in the public sector. Special measures are recognised in the Victorian Equal Opportunity Act 2010.

Selection criteria

Selection criteria should specify the relevant skills, personal qualities and abilities required for the efficient performance of a particular position. Selection criteria must be clear, objective and relevant and must not contravene the requirements of any ministerial instructions, regulations or relevant legislation such as the Equal Opportunity Act 2010 and the Public Administration Act 2004.

In developing selection criteria:

• must be consistent with the work requirements and classification and, where applicable, range of the position
• criteria should be set at a level which enables the selection of applicants of the highest quality
• for assistant principals, leading teachers, learning specialists and classroom teachers criteria must be consistent with the key areas from Part 9 of Ministerial Order 1388
• for education support class employees, the criteria must be consistent with the role description of the position and the Dimensions of Work as set out in the Victorian Government Schools Agreement 2022 for the relevant salary range
• criteria should be listed in order of importance
• criteria that require previous work experience must not be so narrowly specified that only someone who has actually performed that particular job can satisfy the criteria.

Applications

Applicants may include any information they consider relevant to their application however applicants are not required to directly address the selection criteria in their application.

Advertised vacancies

For advertised vacancies, all applications received by the closing date are to be considered by the selection panel. Applications should be lodged electronically through School Jobs Vic by the advertised closing date. Applicants who are unable to access or use School Jobs Vic may submit a written application (hard copy) which must reach the school no later than the advertised closing date. It is recommended that employees with priority or redeployment status, clearly indicate they hold this status in their application.

Late applications may be accepted during the selection process at the discretion of the principal or, where authorised by the principal, the Chair of the selection panel. Factors that may be considered include the reasons as to why the application is late and the number of applications already received. A late application cannot be accepted after applicants have been advised of the selection decision.

Where a late application is accepted, the principal must keep a record of the reasons for acceptance. When an application is received after the closing date and rejected, the applicant is to be advised in writing that, as the application was received after the closing date, it will not be considered.

Acknowledgement of the receipt of applications will be sent automatically to applicants who apply through School Jobs Vic. Where applicants provide hard copy applications only, the principal is responsible for ensuring that a letter acknowledging receipt of the application is sent promptly. The application and accompanying materials become the property of the selection panel and are not returnable to candidates.

Direct vacancies

For direct vacancies, all applicants whose profile is active in the Applicant pool and are matched to the vacancy will be considered by the selection panel. Applicants who are matched to a vacancy will receive an email notification alerting them to the match.

Selection panels

Selection panels represent the community that we serve. This means considering diverse staff in a selection panel. Showcasing a schools workforce diversity on a selection panel can improve the school’s reputation as an employer of choice and lead to attracting more diverse candidates for future roles.

The purpose of the selection panel is to recommend to the principal the best applicant on the basis of the evidence available. The role of the selection panel is to objectively assess each applicant’s skills, knowledge and capacity against the selection criteria. The selection panel may use other appropriate selection tools determined by the panel provided that they are applied consistently to all applicants.

Principals should ensure that members of the selection panel comprise people who between them possess the following qualities:

• detailed knowledge of the position requirements
• an understanding of the position and its relationship with other organisational functions within the school
• selection skills and an understanding of the selection process

In determining the composition of selection panels, principals must ensure that a panel of at least 3 members is established and that:

• at least 1 member of the panel is a person trained by the Merit Protection Boards in the principles of merit and equity;
• provision is made for gender representation; and
• where possible, the panel should include an employee from the same employment class as the position being advertised.

Selection panel members should:

• ensure familiarity with the relevant Ministerial Order provisions, such as Part 9 and Part 10 of Ministerial Order 1388
• observe selection panel principles as set out above
• complete the required selection documentation

Selection panel considerations

Panels members should focus on:

• abilities
• skills
• knowledge
• potential
• qualifications

and not on:

• seniority
• length of experience
• familiarity with the position.

This is important as to focus too much on length and continuity of experience may impact negatively on people who take career breaks for many different reasons and on those who have not had an opportunity to ‘act’ in the position.

Principals and panel members are to avoid any actual, potential or perceived conflict of interest in the selection process including the selection decision. A conflict may arise where it could be reasonably perceived that a principal or panel member is influenced by the private interest of facilitating employment (for example, the employment of a family member or associate). Where there could be a perception of possible favouritism and bias, to mitigate the risk the principal and, or panel member should remove themselves from the selection process and, or selection decision. A principal or panel member who considers they may have a conflict of interest must declare their conflict of interest and any steps taken to manage the conflict. Further information is available from Conflict of Interest.

Equal opportunity

Panel members have a positive duty under the Equal Opportunity Act 2010 to provide reasonable and proportionate measures to eliminate discrimination and a duty to provide reasonable adjustments for people with a disability. For example, explain each step of the recruitment process and make it clear you’ll offer reasonable adjustments if needed. The best way to do this is to ask the applicant what they need to perform at their best throughout the selection process. Understand that an applicant with a disability may find some assessment methods harder than others. Work with applicants to make the process equitable and inclusive.

When assessing applicants, selection panel members must ensure that they do not directly or indirectly discriminate. Panel members should be aware of individual bias, assumptions and stereotyping which may impede the selection of the best applicant for the position. Panel members should be aware of the diverse pathways of experience and approaches which candidates may bring to the interview and to the workplace, including people of diverse cultural and linguistic backgrounds and people with a disability. This diversity should be viewed as an attribute and should in no way diminish the assessment of the applicant’s suitability for the position. Panel members may choose to complete the department’s Inclusive Recruitment e-learn module available on LearnED on eduPay prior to shortlisting applicants.

Panel members should also be aware that it is unlawful to discriminate against an applicant on the ground of an attribute or ask a discriminatory question, in contravention of the Equal Opportunity Act 2010.

For assistance or advice on inclusive recruitment processes contact diversity@education.vic.gov.au

Short listing applicants

Short listing may be used to identify those applicants who, on the basis of the information available, best meet the selection criteria and show evidence that their qualifications and experience are competitive with other suitable applicants.

Any experience and available evidence relevant to the selection criteria should be taken into account by the panel. Account may also be taken of an applicant’s potential to acquire new skills. Specific job knowledge necessary to carry out the duties of a position can be less important where this knowledge can be acquired in a reasonable time.

Employees with priority or redeployment status must be short listed for interview.

Only nominated referees may be contacted at the short-listing stage of the selection process.

A panel may decide that an applicant does not meet one or more of the selection criteria and not shortlist that person.

A record should be made of the qualifications (where relevant) and the reasons, in relation to the selection criteria, for not short-listing applicants for interview.

Employees with priority or redeployment status

School staffing policy seeks to balance the obligation to select staff through open merit-based processes with the legitimate expectations of employees with priority status (those who are excess to workplace requirements, have compassionate transfer status or are disability retirement benefits pensioners found fit for employment) to be placed into a suitable position.

An employee with priority status who is an applicant for an advertised vacancy at or below their current classification level and salary range must be interviewed and considered on merit against other applicants in accordance with the selection procedures set out in this policy and guidelines.

Redeployment entitlement - Education support class employees

An education support class employee who is employed:

• for longer than 12 months in two or more fixed periods of employment where the break between periods of employment is not more than 5 weeks, excluding school vacation periods or
• in a position specifically linked to Student Support Funding who has been given notice of cessation of employment within the first 7 years of employment

is entitled to be considered for redeployment to vacancies at or below their classification level and salary range for a period of 12 weeks immediately prior to the expiration of their period of employment. The principal is to inform the employee of that redeployment period not later than the commencement of the 12-week period.

An education support class employee entitled to redeployment must be interviewed for any position for which they are an applicant and compete on merit against other applicants. The redeployment entitlement ceases at the end of the employee’s period of employment.

It should be noted that education support class employees entitled to redeployment are not identified as excess.

Applicant interviews

The interview complements the written application and detailed referee checks. The interview assists the panel in the assessment of the relative merits of each shortlisted applicant. The performance of an applicant in an interview should be integrated with information provided by the application, referee reports and any other assessment tools used in the selection process. Where a selection panel chooses not to conduct interviews the panel must assess applicants against the criteria based on the information available to the panel such as the application, referee reports and any other assessment tools used.

To ensure that all applicants are fairly considered, interviews should have a similar structure with each applicant being given the opportunity to respond to similar areas of questioning. Questions are to relate specifically to the selection criteria in the context of the role to be performed and should not be ambiguous or unnecessarily complicated. Before closing the interview, the selection panel is advised to provide an opportunity for the applicant to seek or give any relevant additional information that may not have been covered.

Interview expectations

Short listed applicants should be given adequate notice of interview time and location. Nothing precludes an employee agreeing to be interviewed through an alternative medium (such as video conference). If such arrangements are not possible, the panel should judge the applicant on the best available information.

An employee is entitled to reasonable release with full pay to attend an interview for an advertised position in a government school. The principal of the school that has the vacancy and the employee will take all reasonable steps to ensure the timing of any release occurs at a time that avoids or minimises the need to provide a replacement employee during the period of release. Selection panels should, wherever possible, schedule interviews at times that take into account the shortlisted applicant’s commitments.

Interview questions and information

The selection panel should develop a set of questions based on the selection criteria and assess, each shortlisted applicant’s ability to demonstrate the knowledge, skills and behaviours that best matches the competencies necessary to perform the role. The panel may develop a consistent and fair scoring mechanism to focus attention on the selection criteria and differentiate between applicants’ responses.

Information may be given to the candidate to ensure they understand the interview process and can seek reasonable adjustments if needed. When an interview is offered, it is advisable that a candidate be asked if they require any reasonable adjustments to participate and, if so, accommodate these where possible.

Referee reports

Referee reports are a critical part of the assessment of the relative merits of short listed applicants who are in high contention for the position. Such reports allow for a rigorous checking of claims made by those applicants and the gathering of evidence on work performance.

The applicants nominate referees to clarify, verify and add information to what is learned in the interview and from other parts of the selection process. The main purpose of using referees is to elicit information from past employers, employees about the applicant’s ability to perform the essential functions of the role and to verify an applicant’s claims.

Referees should be invited to comment on the applicant in relation to all of the selection criteria. The selection panel or a nominated member of the selection panel may seek referee reports either verbally (by telephone or teleconferencing) in person or in written form. The selection panel should accurately record both written and verbal referee comments. Where referee comments are provided verbally, the comments should be noted and read back to the referee to confirm the comments.

Referee reports must remain confidential.

Note that there is a separate process to determine suitability for employment once a preferred candidate has been determined following referee checks. This process will include child safety suitability checks with the principal of the preferred candidate’s current or immediate past school (or if the past employer is not a school, the person most likely to be aware if there were any conduct issues raised about the employee). Refer to Suitability for child connected work below for more information about child safety suitability checks.

Panel member referees

Where an applicant nominates a panel member as a referee, any referee comments made by that panel member should be documented in the same way as other referee comments.

Members of the selection panel may know or have knowledge of one or more of the applicants. Rather than only disclosing this knowledge as fact in a statement to the panel, members can contribute their perspective in order that the panel develops a richer understanding of a particular applicant’s knowledge, skills and behaviours. Prior knowledge statements should be treated on the same basis as referee reports.

Non-nominated referees

The use of non-nominated referees may assist the process by confirming particular perspectives or providing more balanced information. Selection panels who do contact non-nominated referees to assist in assessing an applicant's ability, capacity and suitability for a position can do so provided that the applicant is advised of these extended inquiries prior to a selection panel taking any action to contact a person(s) not nominated as a referee. In such instances, the applicant is to be informed at or after interview of the name of any person whom the panel intends to contact and provided with an opportunity to comment. The applicant is advised that in such situations information may be disclosed to non-nominated referees relating to the applicant’s application.

Assessing and ranking short listed applicants

The selection panel must assess all short listed applicants against the selection criteria on the basis of their written application, interview, reports provided by referees and any other selection tool used by the panel. It is important that the selection panel does not make its assessment solely on the basis of interview performance. At the completion of the assessment, the selection panel must rank all suitable applicants in order of merit.

Selection panel documentation

Selection documentation must include the following items.

Selection panel report

On completion of the selection panel’s assessment and ranking of applicants, the panel must prepare a selection panel report to the principal.

The selection panel report should include:

• details of the position to be filled
• details of the selection panel
• name and gender of applicants not short listed and reasons for not short listing
• name and gender of applicants short listed for interview and reasons why any shortlisted applicant could not be interviewed
• a comparative assessment of each short listed applicant
• the individual selection report for each short listed applicant that includes the names of persons contacted for referee comment
• the name(s) of the preferred applicant(s) ranked in order of merit
• the signatures of panel members and the date.

Position description

The position description will include:

• the classification
• range where applicable
• tenure of the position
• any particular qualification requirements
• the role and responsibilities of the position and the selection criteria that were used as part of the selection process.

Short listed applicants may request a copy of their individual selection report from the principal once the selection decision has been announced.

Selection decision

Under the Education and Training Reform Act 2006, the power to employ, transfer or promote has been delegated to principals. Principals have a professional responsibility for ensuring that all parts of the selection process have been undertaken correctly. In considering the recommendation of the selection panel, principals should ensure that the applicant who best demonstrates that they meet the selection criteria and is capable of performing the duties of the position is selected.

The panel should ensure that applicants seeking part-time employment are not excluded from being the successful applicant for a position, and if they are the successful candidate, may 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.

Where the principal’s decision does not concur with the panel’s recommendation, reasons for this decision must be recorded.

Suitability for child connected work

To comply with the Child Safe Standards, as set out for schools in Ministerial Order 1359, a child-connected work check is required once the selection decision is made. This must occur before all other pre-employment checks and any employment, transfer or promotion action is taken.

For further information, please refer to the ‘Suitability for child-connected work check’ section of this guide.

Retention of selection documentation

All selection documentation, including copies of applications, interview notes, referee comments and selection reports, must be retained by the school for ten years after confirmation of the selection decision. This material remains the confidential property of the school and is to be destroyed ten years after the confirmation date. Unsuccessful applications that were not shortlisted are to be destroyed 6 months after the recruitment process is finalised.

Records documenting the recruitment and selection process including the composition of selection panels and the interview and referee questions are to be retained and securely disposed of 2 years after the confirmation of the selection decision.

A retention selection documentation checklist is available below and is to be attached to each selection file.

• position description
• interview questions
• suitability for child connected work questions (current or past employer)
• selection panel report
• notes of any relevant conversations or email exchanges
• file disposal date.

The Department has an approved Retention and Disposal Authority (RDA) issued under Section 12 of the Public Records Act 1973.

Notification to applicants

At the completion of the selection process the successful and unsuccessful applicants are to be advised of the outcome of their application.

All applicants for a position may seek feedback on their application and, or interview performance from the principal or principal’s nominee on the selection panel. Detailed feedback on the application and, or interview performance should not be provided until the conclusion of the review process.

However, short listed applicants may request a copy of their individual selection report following the notification of the outcome of their application.

Second or subsequent employment to an advertised vacancy

A second or subsequent employment (consequential) offer may be made from the field of applicants for an advertised school vacancy (other than principal vacancies) where:

• the principal is reasonably satisfied that further advertisement would not attract a different field of applicants;
• the offer is made within 6 months from the date the position was advertised;
• the term of employment is equal to or shorter than the term of the original vacancy;
• the positions are at an equal or lower classification, time fraction and duration, and have similar duties;
• the applicant being considered for appointment was an applicant for the original advertised position; and
• (where applicable) subsequent employment offers for graduate teacher vacancies are within the school’s graduate teacher quota for that year.

Where it is intended to make a second or subsequent appointment, Schools Recruitment Unit should be contacted at schools.recruitment@education.vic.gov.au for advice regarding processing that subsequent employment.

Note that all pre-employment checks, including the suitability for child connected work check must be completed for subsequent appointees.

Suitability for child connected work

Clause10.2(d)(ii) of Ministerial Order 1359 requires schools and school boarding premises to collect and record references that address the person’s suitability for working with children.

To satisfy this requirement, once the selection decision is made, and before any offer of employment is made, the suitability for child connected work check must be undertaken for the preferred candidate, whether that candidate is internal or external to the school or the department. This check is to be conducted prior to other pre-employment and commencement checks. This must occur before any employment, transfer or promotion action is taken.

The principal (or nominee) is required to contact the preferred applicant’s current or immediate past employer as part of the pre-approval process. Where the current or immediate past employer is a school, the principal of that school must be contacted to ensure that if any child safety concerns have previously been raised the principal is able to access an employee’s file to check this. If the current or immediate past employer is not a school, the employer should be contacted and requested to provide the name of a person who can be contacted to answer the department’s child safety screening questions (where the work involved children).

Where the person does/did not work with children in their current or immediate past employment, the principal or delegate must make reasonable efforts to determine if there are any past employers that could reasonably attest to the persons suitability for child connected work. If no such employer exists or if the person has never worked with children this should be noted on the recruitment records.

The following questions must be asked at a minimum and responses recorded in writing and kept securely. A template form can be found here: Recruitment in Schools: Resources | VIC.GOV.AU | Policy and Advisory Library

• Question 1: Have you directly observed [applicant’s name] work with children?

• Question 2: During the period that [applicant’s name] worked in your organisation, were there any concerns raised about [applicant’s name] behaviour or conduct when working with a child or children? If yes, were any allegations substantiated and what steps were taken to deal with these concerns?

  Note: such concerns may be in the form of complaints, allegations or disclosures raised in relation to the applicant’s conduct towards children.

  Even if allegations were unsubstantiated, it is important that the hiring principal is aware of those in case supervision and monitoring practices are needed to be implemented to discharge the duty of care owed to students (see below for further details).

• Question 3: Do you have any concerns about [applicant’s name] working directly with children?
• Question 4: Has any disciplinary action been taken against the applicant in relation to inappropriate or unprofessional conduct towards a child?
• Question 5: Were there instances where you had concerns that [applicant’s name] did not always behave with integrity in their employment, such as not dealing with others in an ethical manner, not declaring or managing a conflict of interest appropriately or not dealing with sensitive or confidential information in an appropriate way? If yes, what steps were taken to deal with these concerns? Were these concerns satisfactorily resolved?

The Managing Conduct and Unsatisfactory Performance in the Teaching ServicePolicy provides guidance on information that can be shared by principals during pre-employment child safety checks. The policy confirms that persons providing references or pre-employment checks must be transparent about any allegations of a child safety nature that have been raised about the employee (even unsubstantiated allegations) to enable the prospective employer to put appropriate child safety supervision measures in place to discharge their duty of care and meet obligations under the Child Safe Standards.

Where the suitability for child-connected work questions elicit information about past or present concerns that were either resolved satisfactorily or that did not result in an employment limitation or termination, it is important to afford natural justice to the applicant when making a final selection decision.

Where the principal forms a preliminary view that applicant is not suitable to work with children as a result of the responses provided during the suitability for child connected work check, the principal should discuss their concerns with the applicant and provide them the opportunity to respond. In the event the principal determines the applicant is not suitable for child connected work, no employment offer should be made.

Where the principal determines the applicant is suitable for child connected work, however there are some reservations arising from the information gained during the suitability for child connected work check (e.g. where allegations were unable to be substantiated), the information provided should be recorded. This information can then be used for the purpose of determining and implementing appropriate child safety risk mitigation strategies once the applicant is appointed to the role, such as ongoing monitoring, coaching, support and supervision.

If the principal requires advice on appropriate child safety risk mitigation strategies to implement in these circumstances, they should contact the Conduct and Integrity Division.

Where a recruitment process results in the transfer or promotion of a current ongoing employee, please see the transfers and promotions policy for the teaching service for guidance on the arrangements that will apply. Where the process results in employment of an external applicant, or a current fixed term employee, please continue to the employment chapter.

Employment

The processes following the selection decision can be illustrated as follows:

Pre-employment checks

The department has a responsibility to ensure the safety of all children and employees, and to maintain the security of assets by requiring and maintaining high standards of professional conduct from employees.

The department must be satisfied that only people who meet the highest standards of probity and suitability are employed.

To ensure the department meets its obligations set out above, prior to a person being offered employment in the teaching service the principal, as the delegate of the Secretary, must be satisfied that the person:

• is a fit and proper person and is suitable for child-connected work,
• has had successful child-connected work and suitability for employment checks undertaken,
• is registered with the Victorian Institute of Teaching (VIT) if employed as an assistant principal or teacher or has permission to teach if employed as a paraprofessional, or
• for any other employee, has a current Working with Children Check(WWCC)
• has had a satisfactory criminal records check (where required),
• meets the qualification requirements (where relevant) for their classification,
• meets the medical requirements,
• has not been the recipient of a separation package which carries current re-employment restrictions,
• has no employment or re-employment restrictions placed on them, and
• is an Australian citizen or a permanent resident in Australia under any law of the Commonwealth or entitled to permanent residency in Australia under any law of the Commonwealth, or will be resident in Victoria for sufficient periods to enable the person to undertake the duties of the position

A pre-employment checklist is provided in the resources tab to assist with the completion of these checks.

Working with Children Checks

Any person whose duties usually involve or are likely to involve work in a school (other than teachers and principals) is considered to be engaged in ‘child-related work’ as defined in the Act and will need to ensure they have provided a valid WWC Check.

Principals and managers may enquire on the status of a WWC card at any time by visiting: WWC Checkand entering a WWC Check unique number, alternatively telephone 1300 652 879. It is recommended that principals and managers regularly (and at least annually) verify the status of WWC Checks held by people engaged in ‘child-related work’ at their workplace as WWC Checks are subject to ongoing monitoring and it is possible that if an individual has a relevant change in circumstances, their WWC Check may cease to be valid.

If a principal becomes aware that a candidate has been issued an Interim Negative Notice or a Negative Notice, they must contact the Conduct and Integrity Division immediately. A Negative Notice usually means that the person is not permitted to work with children. Further information on working with children checks can be found at the suitability for employment checks topic.

Criminal record checks

A person to be employed in any education support class position with a financial delegation or responsibility (including a position that handles cash) is required to undergo a criminal record check conducted by the department in addition to the WWCC.

In addition to the above requirements, principals should consider if a criminal record check is required in addition to a WWCC in circumstances where the principal has reasonable grounds to believe a court has determined that an offence has occurred that may be relevant to the duties to be performed, such as dishonesty offences or driving offences.

Where it is determined that a new employee is required to undergo a criminal record check the principal or manager, should arrange for the applicant to complete a Consent to Check and Release National Police Record form. For further information about the conducting of Criminal Records Check, go to Suitability for Employment Checks: Overview | education.vic.gov.au

Note that a person to be appointed to any position in a non-school location that does not require either registration with VIT or WWCC must complete a criminal record check conducted by the Department in accordance with clause 3.2.6 of Ministerial Order 1388.

Only a criminal record check conducted by the department can be accepted as an alternative to determine suitability for employment. A criminal record check obtained from another source cannot be accepted as the department cannot be assured that all relevant offences were considered and, or that identity validation was performed consistent with requirements of the Australian Criminal Intelligence Commission.

Criminal history information is not retained and is securely destroyed no later than 3 months after the criminal record check process has been completed.

Suitability for child connected work check

To comply with Ministerial Order 1359 (Child Safe Standards), a child-connected work check is required to be conducted on the preferred candidate with the current or immediate past employer once the selection decision is made. Note that where the candidate’s current or immediate past employer is a school, the check must be completed with the principal of the school. This must occur before all other pre-employment checks and any employment, transfer or promotion action is taken.

For further information, please refer to the ‘Suitability for child-connected work check’ section of this guide.

Fit and proper person check

By applying for a position in the teaching service, the applicant is aware that information may be collected in order to establish whether they are a fit and proper person.

Prior to a person commencing employment, the principal must be satisfied, based on their knowledge at the time that the person is a fit and proper person as required by Ministerial Order 1388. This includes where a person is being employed for a subsequent period of employment where this information was collected more than 12 months previously.

Employment limitations or restrictions

In relation to any prospective employee, it is essential that a suitability check be undertaken prior to offering employment.

Information relating to a person's suitability is to be accessed on eduPay using the 'Suitability for Employment' panel. When the proposed employee's name (including name at birth, if different from current name) is submitted, if there is a 'Y' in the employment limitation field the principal should contact the Conduct and Integrity Division at csco@education.vic.gov.aufor advice as to whether the employment can proceed.

An employment limitation (also known as an employment restriction) is a restriction on a person’s eligibility for employment or engagement with the department, or a school council. An employment limitation may be applied when a question or concern arises about a person’s performance and/or suitability to be employed in a Victorian government school, Early Learning Victoria (ELV) centre or in another department workplace.

Interstate applicants can be checked through the National Check of Employment Status procedures. Principals should contact the Department’s Conduct and Integrity Division for assistance in relation to this process. The Conduct and Integrity Division can provide advice in relation to the person’s suitability to be employed in the position for which they have applied.

Where a principal is aware that a prospective employee is in receipt of ill-health benefits, the service provider will be notified of the offer of employment.

Fixed term employment

A person who is not an ongoing employee in the teaching service who is the successful applicant for a fixed term vacancy will be offered employment for the period of the vacancy as advertised. A person employed for a fixed period ceases employment at the conclusion of the fixed period (inclusive of any pro rata school vacation period in respect of a teacher vacancy) unless that person is employed for a further period in the same or another position.

Principals are required to make offers of employment in respect of the employment of any person not currently employed by the department or in respect of a further period of employment of a fixed term employee.

A fixed term employee employed in response to an advertised fixed term vacancy may be offered 1 further period of fixed term employment, without advertisement of the position, provided the position continues to satisfy the fixed term criteria set out above under 'duration of vacancy'. The further period of fixed term employment:

• is a separate period of employment, not an extension of the initial period of employment,
• can be for the same duration as the initial period of employment or for any shorter period but not less than 30 working days, and
• is subject to normal pre-employment processes

Employment of an overseas person

In circumstances where there are difficulties recruiting suitably qualified employees, a principal may consider offering employment to a suitable person from overseas. Further information is available at: Employment and Sponsorship of Overseas Workers.

Employment offer

Employment offersshould be made in writing clearly setting out the terms of the offer. It is essential that child safety screening checks are undertaken before an offer of employment is made.

It is essential that Principals are satisfied that the person meets the pre-employment requirements set out above.

Offers of employment are to include:

• period of employment
• where a position is fixed term, the reason why the position is fixed term
• time fraction
• number of days of attendance during school vacation periods (only for education support class and only where attendance was specified in the advertisement)
• commencement salary
• any probationary period
• terms and conditions of employment

Template letters of offer are available on the forms page or can be accessed via the resources tab.

*Note: It is sufficient to incorporate by reference relevant legislation, Ministerial Orders and industrial instruments, relevant policy or a statement of duties that attach to the position. Where this is done, the offer should advise the employee where these documents can be accessed.

People and Workplace Relations (schools) Division will prepare a contract of employment offer in respect of assistant principal positions.

To avoid uncertainty regarding the terms of employment, a person should not commence in the position until the offer of employment has been formally accepted.

Required documentation

Successful applicants who are not employed by the department will need to provide the following information prior to commencing employment:

• an original or certified copy of qualifications,
• original or certified copies of birth certificate, extract of birth entry, passport, certificate of naturalisation or certificate of citizenship,
• evidence of current registration from the Victorian Institute of Teaching or a WWCC and Assessment Notice.
  Note that it is a requirement that the successful applicant notify WWCC Vic of their employment at the Department of Education and the school name (evidence of this, for example, a screenshot from the Service Victoria portal, needs to be provided prior to the person commencing employment)
• a health declaration
• evidence of permanent residency status or current visa status demonstrating that the visa holder has sufficient work rights to undertake the position at the school, and
• proof of identity and name change, such as marriage certificate or deed poll, where an applicant’s name has changed since birth

Documents can only be certified by a person authorised to witness a statutory declaration and must be sighted prior to confirming employment. Information about the retention of these documents is provided below.

Overseas applicant additional information

If the applicant is not an Australian or New Zealand citizen, a copy of the relevant pages from the applicant’s passport showing the stamp which confirms the right to permanent residence is required. The applicant’s name must appear on the copy. If the applicant is a British subject who migrated to Australia prior to 1974, evidence of residence in Australia prior to 1974 is required. New Zealand citizens are regarded as Australian citizens for employment purposes, but evidence of New Zealand citizenship is required. Further information is available at: Employment and Sponsorship of Overseas Workers

The principal must be satisfied that the selected applicant satisfies the qualification requirements for the position. The VIT's assessment for teacher registration approval process includes the assessment of an applicant’s qualifications. The Schools Recruitment Unit can provide assistance in checking a teacher’s qualifications to teach a particular subject.

Pre-employment health declaration

The principal is required to be satisfied as to the person’s health and fitness following completion of an approved pre-employment health declaration.

For all employment offers the Workplace Injury Rehabilitation and Compensation Act 2013 requires that when employing new staff, principals must:

• provide the person with a written description of their proposed duties
• ask the person, in writing, to disclose any pre-existing injury or illness that could be affected by the nature of the proposed duties
• explain, in writing, to the person that a failure to disclose, or a misleading disclosure concerning pre-existing injuries or illnesses may result in a loss of entitlement to compensation, should the injury recur

To meet this requirement, new employees (which include a person commencing a second or subsequent fixed term period of employment) are required to complete a pre-employment health declaration form prior to commencing employment.

When the person has completed the form, the principal will need to decide whether or not they are satisfied of the person’s health and fitness to undertake the position. If the principal has cause to doubt a person’s health and fitness following the completion of the form, the principal may require a person to be examined by a medical practitioner approved by the Secretary. The options for doing so include:

• with the person’s consent, approaching the person's treating medical practitioner
• asking the person to undergo a medical assessment by a medical practitioner nominated by the principal (see below)
• using the Medical Advisory Service

Pre-employment medical assessment

Where the principal requires a person to undergo a pre-employment medical assessment, the person should be provided with a package that includes:

• a letter of request to the medical practitioner outlining the reason for referral,
• a copy of the pre-employment health declaration form,
• a position description describing the specific duties and responsibilities of the position

If the medical practitioner is unable to unconditionally recommend the person for employment, the principal will need to confirm or withdraw the offer of employment, taking into account the medical advice in the context of the duties to be performed.

Generally, a medical assessment is valid for 3 years.

When managing pre-employment medical assessments, principals should take account of a person’s right to access health information.

Retention of appointment documents

A successful candidate must complete the Employment in a government school - Validation of Personal Information form. The Principal must sight certified copies of the documentary evidence provided by the individual in the completion of the form.

To meet the requirements for retention of documentation, the principal must make a record that confirms that certified copies of the documentary evidence was sighted, including the type of documentation that was provided. This record can be made on the Validation of Personal Information form, which is then retained, and all certified copies of documentary evidence provided by the candidate must be securely destroyed.

The documents relating to a successful candidate’s appointment which must be retained on the employee's personnel file include but are not limited to:

• evidence of a WWCC for non-teaching positions
• pre-employment and appointment documentation, including the record of the Suitability for child-connected work check
• medical assessment or health declaration information
• employment offers
• validation of personal information form.

Further information is available at Records Management — Employee Information.

The Employment in a government school – Validation of Personal Information form is available at Forms — Teaching Service and HR Administration

Review or grievance

Where an employee considers they have been treated unfairly or unreasonably in any matter related to their employment, the Education and Training Reform Act 2006, the regulations and orders made under that Act and the various industrial instruments provide for access to appeal, review, grievance or dispute resolution processes depending on the nature of the matter.

An ongoing public service employee is to be treated as an employee of the teaching service for the purpose of lodging a review in relation to a selection decision.

Further information is available at Grievances — Teaching Service.

Resources

Procedures and forms

• Recruitment in Schools Guide (PDF)
• Recruitment in Schools Guide (Word)
• Fixed Term Teacher Vacancy Ready Reckoner (Excel) to assist schools in determining the duration of teacher vacancies on School Jobs Vic and employment period on the payroll
• Hire or Rehire Employment Checklist (Word) includes the business and system processes when hiring or rehiring a person on eduPay
• Suitability for Child Connected Work template (Word)
• Tips for interviews (Word)
• Translation to Ongoing Employment (Word)
• Further Period of Fixed Term Employment (Word)
• Forms — Teaching Service and HR Administration access all recruitment or employment forms including offer of employment letters

School Jobs Vic — system access to apply for and advertise jobs

To search and apply for current vacancies or advertise a vacancy online refer to: School Jobs Vic

School Jobs Vic Help

• Resources for applicants including applicant User Guides and Fact Sheets are available on the HRWeb page Applicant Help - School Jobs Vic.
• Resources for recruiters including a Recruiter User Guide, Hints and Tips and an Interactive Tutorial are available on the intranet page School Jobs Vic Help for Recruiters (staff login required).
• HR Administrators can login to School Jobs Vic to request a School Assisted Vacancy (SAV). Support materials are also available, including a SAV Support Guide (PDF) (staff login required) and some SAV Frequently Asked Questions (Word) (staff login required).