Graduate Teacher

Government schools; Sale; On-site; AUD 60,000 - 84,000; Full time

Job summary

Sale & District Specialist School in Victoria invites applications from graduates for Range 1 classroom teacher positions. The role emphasizes planning and delivering teaching programs, classroom management, and collaboration with higher-level teachers.

You'll receive structured mentoring, participate in induction programs, and engage in professional learning to align curriculum, assessment and pedagogy with student needs.

Qualifications

• Must have completed degree requirements and graduated in the last 4 years.
• Registered or eligible for registration with the Victorian Institute of Teaching.
• Ability to plan and teach student groups in one or more subjects.
• Commitment to literacy and numeracy development across the curriculum.

Responsibilities

• 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
• Working with a mentor to participate in professional development planning, implementation and reflection

Skills

Literacy and numeracy

Respond to student needs

High impact teaching

Data-informed teaching

Interpersonal communication

Job description

Selection Criteria

• Graduates SC1 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.
• SC2 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.
• SC3 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.
• SC4 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.
• SC5 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

• This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

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

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

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 [emailprotected]

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

Consistent with policy, we shall advice you if we will take this action.

Conditions of Employment

Where an ongoing teaching position in a special school 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 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 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 5 years where the successful applicant is not an ongoing employee

Our school encourages and assists all teaching staff to attain a special education degree that will enable them to achieve ongoing employment in a special education setting.

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 at Recruitment in Schools .

Location Profile

Sale & District Specialist School is a modern, purpose-built specialist education setting located in Sale, Victoria. Opened in 2018, the school brings together students and staff on one campus, offering contemporary teaching and learning spaces, state-of-the-art facilities and secure, welcoming grounds designed to support the diverse needs of our students. Our school provides high-quality educational programs for students aged from 4 years and 8 months to 18 years who have an intellectual disability, many of whom have additional complex learning, communication, physical, sensory and behavioural needs. Students attend on either a full-time basis or through dual enrolment arrangements with mainstream schools, with families travelling from across the Wellington Shire. At Sale & District Specialist School, we are committed to creating a safe, inclusive and supportive learning environment where every student is valued, challenged and encouraged to achieve their personal best. Our dedicated and passionate staff work collaboratively to ensure students have access to meaningful learning opportunities that promote independence, communication, social and emotional development, and essential life skills. Teaching and learning programs are guided by the Victorian Curriculum, including the Towards Foundation Level Victorian Curriculum and ABLES assessment resources. Our senior secondary students also have opportunities to participate in the Victorian Pathways Certificate (VPC), alongside programs focused on preparing students for life beyond school, including community participation, work experience and independent living skills. Individual Education Plans (IEPs) are developed in partnership with families, classroom teachers, education support staff and allied health professionals. These plans recognise each student's individual strengths, interests and learning needs, ensuring that educational goals are meaningful, achievable and appropriately challenging. Our school places a strong emphasis on communication, recognising that every student deserves a voice. Staff utilise a range of Augmentative and Alternative Communication (AAC) systems, visual supports and evidence-based teaching strategies to develop students' functional communication, language and literacy skills. We are fortunate to have a dedicated and highly skilled team of teachers, education support staff, allied health professionals and school leaders who work together to deliver engaging, inclusive and individualised learning experiences. Our small class groupings enable staff to develop strong relationships with students and provide the targeted support necessary for each learner to thrive. Positive relationships and partnerships are central to our school community. We value the involvement of parents, carers, families and community organisations and actively encourage collaboration to support student learning, wellbeing and engagement. At Sale & District Specialist School, we pride ourselves on our welcoming, collaborative and supportive staff culture. We are committed to ongoing professional learning, sharing expertise and supporting staff to develop their skills and confidence within specialist education. We welcome passionate, enthusiastic and dedicated educators who share our commitment to making a meaningful difference in the lives of students with disability. Whether you are beginning your teaching career or bring years of experience, Sale & District Specialist School offers a rewarding opportunity to be part of a team that celebrates individual achievements, embraces diversity and works together to ensure every student can succeed.