Key Selection Criteria Examples Teaching Victoria

If you’re applying for a Victorian government teaching or teaching aide position, in addition to your resume, you’ll need to supply responses to the key selection criteria. Each criterion requires a short statement (60-120 words) with clear, concrete examples of how you meet the requirements (you should use the SAO formula i.e. Situation, Action, Outcome). We are experts in working collaboratively with you to identify, explore and develop relevant examples from your career to meet the application guidelines.  Learn more about our selection criteria writing service here.

Here’s an example of how to address selection criteria for a Victorian teaching position:

SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
 
I have worked as a Teacher for 14 years and have a well-developed knowledge of the Victorian curriculum and how to ensure student learning needs are met. In a recent CRT role at XXX Primary School, I was teaching a course on measurement.  I determined I needed develop activities for the day to build on this knowledge.  I divided the students into three groups. One worked on measurement in relation to clothing, a second worked on measurement in relation to cooking and a third worked on measurement in relation to accounting. These projects were then presented in the grade level presentations to the coordinators. The reports by the coordinators confirmed that the outcomes mentioned in the planner were achieved.
 
SC2    Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 
 
Being a Teacher for over 14 years, I understand students learn in different ways.  In my role as a Grade 5/6 Teacher XXX P-9 College, I worked with a Grade 6 student who was not meeting required academic standards. I became aware this student had been diagnosed with epilepsy, which was impacting on his ability to learn in the same manner as other students. I adapted my teaching style, based on his functioning on each particular day.  I utilised one-on-one activities to assist him to retain the concepts introduced and practiced. I also worked with him to understand his interests and assessed prior knowledge to assist in planning engaging and purposeful lessons.  As a result, this student’s performance significantly improved.
 
SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
 
As a Teacher, I utilise assessment as an integral part of students' day-to-day schooling.  I utilise formal and informal methods of assessment including observational notes, checklists, peer and self-assessment, criterion-based assessment, student presentations, individual and group assignments and personal reflection.    I have used various forms of assessment, including checklists, pre-and post-tests, anecdotal notes, creative projects such as story books and posters, oral presentations, observations and group activities. Through informal assessments I have undertaken, I obtained feedback from students which enabled me to modify my lessons to improve their learning.  For example, I tailored individual/group activities that focused on weakness with a view to build work focusing on also building understanding.
 
SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
 
In my role as XXX, I have been approached by numerous staff to discuss students that have experienced significant trauma, posing challenges to normal classroom learning.  I assisted them to develop individual student support plans, involving parents when required. I also facilitated whole school trauma information sessions to teachers.  This included education sessions on how trauma impacts the brain, and strategies to effectively manage students when emotionally dysregulated.  Teachers reported feeling more equipped to manage these students, and there have been a marked reduction in number and severity of behavioural incidents.
 
SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
 
I am firmly committed to upholding DET’s values, including Integrity, Responsiveness, Impartiality, Accountability, Respect, Leadership and A commitment to Human Rights. In my role as XXX at XXX School, I worked to promote university pathways to disadvantaged students who have been identified as having strong academic skills.  This included Indigenous students and those from low socio-economic backgrounds. I provided one-on-one career counselling, exploring their interests and providing advice on corresponding university courses and career pathways.  I offered information on scholarships and financial assistance schemes.  As a result, there were 10 first-in-family university prospects. I have undertaken a range of professional development with peers, in order to further my skills as a Teacher.  I arranged a series of weekly reflective practice sessions with colleagues to continually improve our quality of teaching. This resulted in my sharing and utilising a range of different teaching strategies which helped to support student learning.  

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