Graduate English/Literature Classroom Teacher 7-12

Government schools; Melbourne; On-site; AUD 60,000 - 70,000; Full time

Job summary

Highvale Secondary College is seeking a Graduate English/Literature Classroom Teacher for Years 7–12. The role focuses on developing classroom practice with guidance from senior staff, planning and delivering literacy-focused English programs, and supporting student growth and wellbeing.

The successful graduate will engage in induction, work with a mentor, and contribute to school priorities and co-curricular activities, aligning with the department’s values and student-focused approach.

Qualifications

• Knowledge of the relevant curriculum with ability to teach literacy and numeracy.
• Ability to implement high impact teaching strategies and evaluate learning growth.
• Ability to monitor and assess student learning using data to inform practice.
• Strong interpersonal and communication skills with students, parents and staff.
• Commitment to reflective practice and professional learning.

Responsibilities

• Plan and deliver English/Literature instruction for Year 7–12.
• Teach a range of English/Literature topics and assess student progress.
• Monitor progress and provide feedback to students and parents.
• Maintain collaborative relationships with school community to support student learning and wellbeing.
• Contribute to professional learning and department initiatives to improve teaching quality.
• At range 1, work with a mentor and participate in induction and policy development.

Skills

Curriculum knowledge

High impact teaching

Data-informed practice

Interpersonal communication

Reflective practice

Job description

Graduate English/Literature Classroom Teacher 7-12

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Selection Criteria - Graduates

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 - Graduates

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-curricular 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 (seeWorkplace 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*******@education.vic.gov.au

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 athttp://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• 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'; and
• 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 atRecruitment in Schools.

Location Profile

Established in 1977, Highvale Secondary College is a 7-12 co-educational single school campus located in Glen Waverley within the City of Monash. Our College has approximately 1200 students enrolled, including 50 International Students from several different countries. The College is a registered provider of the International Student program. Our student body is divided into the Junior School Years 7 ¿ 9 and Senior School Years 10-12. The schools SFOE index is 0.1905 which is classed as low. The school has 110.41 equivalent full-time staff: 4 Principal class, 83.8 teaching staff and 23.61 education support staff.

In 2019, the school completed a major refurbishment creating modern teaching spaces, including specialist spaces for all learning domains, a purpose-built Theatre, a well-resourced Library, Robotics and 3D printing room, Careers Centre and Wellbeing Centre providing a welcoming and safe space. Our Senior Study Centre provides a collaborative study space and is supervised to ensure students maximise this area. Students can access numerous recreational spaces, including our gymnasium and hardcourt surface basketball courts, large oval and outdoor table tennis tables. The College has established gardens and large shaded spaces that provide tranquil areas for students to relax and catch up with friends during recess and lunchtimes.

Highvale Secondary College has a culture which aims to empower students to be active, motivated, and independent learners, working co-operatively and individually to prepare them for a digital and changing society. Our School Wide Positive Behaviour Support (SWPBS) framework aims to create and maintain a positive and safe learning environment, and student voice is encouraged throughout the entire school. The College values of Respect, Responsibility, Resilience, Integrity, and Excellence are central to our school culture and are embedded in all elements of our school.

Our Learning and Teaching programs are designed to cater for the learning needs of all students through differentiation to ensure that they are challenged. We have a vertically structured curriculum that offers a broad range of subjects as students make choices based on ability and interest. We actively promote academic excellence with an emphasis on acceleration, enrichment, student leadership and promotion of positive self-esteem. There is opportunity to accelerate into Victorian Certificate of Education (VCE) studies at year 10, as well as Vocational Education and Training (VET) and Victorian Certificate of Education Vocational Major (VCE VM) options.

Our highly recognised Instrumental Music Program enables students to develop skills and expertise, providing a valuable co-curricular experience. Students can learn and play a variety of instruments, including strings, brass woodwind, percussion, and voice. Our students have the opportunity of performing in several bands and ensembles within our school and throughout the wider community to further connect with our school and perform in front of authentic audiences.The college also offers a range of other opportunities for students including, sporting opportunities, clubs, school camps at Years 7, 11 and 12, and international experiences.