Graduate Teacher - Maths/Science

Victorian Government; Shire of Baw Baw; On-site; AUD 60,000 - 80,000; Full time

Job summary

Neerim District Secondary College in rural Victoria seeks graduates for Range 1 classroom teaching roles with structured support and guidance from senior teachers, focusing on planning, preparation and delivery of programs to achieve targeted student outcomes.

New entrants will plan and teach groups in one or more subjects, participate in induction and professional learning activities, and may supervise student teachers. A commitment to inclusion is essential.

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to teach literacy and numeracy.
• Ability to implement high impact teaching strategies and evaluate impact on student learning.
• Ability to monitor and assess student learning and provide feedback to students and parents.
• Strong interpersonal and communication skills to collaborate with students, parents, colleagues and the school community.
• Commitment to reflective practice and ongoing professional learning.

Responsibilities

• Plan and implement teaching programs and courses of study.
• Teach across a range of subjects and year levels.
• Monitor, evaluate and report on student progress.
• Implement strategies to achieve learning outcomes.
• Maintain attendance records and track student progress.
• Work with a mentor on professional development and reflection.
• Possibly contribute to policy development and co-curricular activities.

Skills

Literacy & numeracy

High impact teaching

Assessment & feedback

Interpersonal skills

Professional learning

Education

Teacher registration

Job description

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.

SC5Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.

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 (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 [e-mail]

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:

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:

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).

Neerim District Secondary College is a vibrant small rural secondary school of approximately 240 students, located in the picturesque township of Neerim South at the foothills of the Baw Baw Ranges. Set on spacious, well-maintained grounds, the school offers staff and students an attractive, settled, and inclusive learning environment that supports both professional fulfilment and personal wellbeing.

Our vision is to empower every student to become the best version of themselves. Central to this vision is a strong sense of community, where relationships are valued and individuals feel known, supported, and respected. Staff at Neerim District Secondary College work collaboratively as a cohesive and highly supportive team, partnering closely with families to help students achieve their academic, personal, and future goals.

Our shared values, developed in partnership with students, staff, and the wider community, guide everything we do:

• Community We foster a strong sense of belonging and warmly welcome all members of our school community.
• Respect We demonstrate care and consideration for the rights, feelings, and perspectives of others.
• Perseverance We encourage resilience and determination, celebrating effort and growth in the face of challenges.
• Leadership We actively promote leadership opportunities and leadership behaviours for students at all levels.

Neerim District Secondary College offers a strong and engaging Years 7 10 curriculum aligned with the Victorian Curriculum, complemented by a diverse range of performing arts, visual arts, and design technology programs. In Year 9, students participate in an innovative applied learning, inquiry-based program for one day per week, designed to develop interpersonal skills, problem-solving, critical and creative thinking, and real-world learning capabilities.

Students in Years 10 12 benefit from a broad range of VCE subjects delivered through a combination of on-site, face-to-face teaching and blended learning approaches. The school also offers a well-established VCE Vocational Major (VM) program in Years 11 12, with students supported to complete VET Certificates through external providers and engage in Structured Workplace Learning one day per week.

Student wellbeing and inclusion are central to our work. Through dedicated and passionate Student Wellbeing and Student Inclusion Teams, the school provides targeted and meaningful interventions to ensure all students individual learning and wellbeing needs are met.

Neerim District Secondary College enjoys strong and ongoing support from the Neerim South community, with students regularly involved in volunteering and contributing to local events. With increasing enrolments, supportive families, and a motivated, forward-thinking staff team, Neerim District Secondary College is a destination school and an excellent place to build a rewarding and impactful career.

Applications close Sunday 25 October 2026 at 11.59pm