2027 Graduate Teacher Program (Muyan PS, Wallan East)

Government schools; Shire of Macedon Ranges; On-site; AUD 60,000 - 76,000; Full time

Job summary

Muyan Primary School in Wallan East, Victoria, is actively seeking to begin your teaching career through our Graduate Teacher Program. As a newer school with an evidence-informed culture, Muyan offers close mentoring, coaching support, and structured professional learning embedded in the science of learning to help you grow from day one.

You will work in a range of classrooms with a mentor, plan and deliver literacy and numeracy programs, monitor student progress, and contribute to a

Qualifications

• Provisional or full registration approved by the Victorian Institute of Teaching.
• Recent graduates within last 4 years.
• Eligible for registration with the Victorian Institute of Teaching (VIT).
• Demonstrated capacity to plan literacy and numeracy instruction.

Responsibilities

• Plan and implement a range of teaching programs or courses of study.
• Teach an area of the curriculum to a year level.
• Monitor, evaluate and report student progress in key learning areas.
• Use data to inform teaching practice and provide feedback on student progress.
• Maintain records of class attendance and student progress.
• Work with a mentor on PD planning, implementation and reflection.
• Supervise student activities including welfare programs.
• Contribute to co-curricula programs.

Skills

Mentoring

Coaching

Collaborative teamwork

Explicit instruction

Professional learning

Education

Teacher registration (VIT)

Job description

Location Profile About Our School

Muyan Primary School is a government primary school located in Wallan East, just under 45 kilometres north of Melbourne's CBD.

Our Facilities

• an administration and library building including spaces for art, science and food technology
• 2 learning neighbourhoods
• a community hub
• hard courts
• a sports field

Our Vision

Every child will belong, thrive and achieve. We are committed to building the foundations for lifelong success for all students.

Our Values – RAISE

We RAISE our school and community by living out our values of Respect, Achievement, Inclusion, Support and Excellence.

• Respect – we respect ourselves, our school and each other, and understand that our attitudes and behaviours have an impact on the people around us.
• Achievement – we work hard to succeed and celebrate the successes of others.
• Inclusion – we embrace and celebrate differences and diversity and are inclusive of all people in our words and actions.
• Support – we work as a team and give others a helping hand.
• Excellence – we strive for our personal best and to improve our skills.

Evidence-Based Learning and Wellbeing

At Muyan Primary School, we are committed to giving every child the strongest possible start through teaching and support grounded in research and evidence. Our literacy and numeracy programs draw on the science of learning – including systematic phonics instruction, explicit teaching, and a knowledge-rich curriculum – to ensure every student develops the skills and understanding they need to thrive. Alongside this, we take a whole-school approach to student wellbeing, creating a safe, inclusive and structured environment where children feel they belong. Our RAISE values are lived out every day through consistent routines, positive relationships, and high expectations for every learner.

Graduate Teacher Program at Muyan

As a newer school with an established and evidence-informed culture of teaching and learning, Muyan offers a distinctive environment in which to begin your teaching career.

Graduate teachers at Muyan benefit from:

• close mentoring and coaching support from experienced educators
• structured professional learning embedded in the science of learning
• the opportunity to grow within a collaborative team that values continuous improvement
• strong foundational practice developed through explicit, high-quality instruction from day one

Selection Criteria - Graduates

1. Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
2. Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
3. Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
4. Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
5. Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Program Benefits - Graduates Role

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.

Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.

The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities - Graduates Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co‑curricula programs

Who May Apply - Graduates

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

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via k3m1s.com

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case‑by‑case basis and will be subject to the operational requirements of the school.

Child Safe Standards

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.

The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools.

Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. A probationary period may apply during the first year of employment and induction and support programs provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx.

Qualification Requirements

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.