Graduate Teacher: Maths & Science Program

Department of Education Victoria

City of Melbourne

Presencial

AUD 70 000 - 95 000

Tempo integral

Há 9 dias
Gerador de candidaturas

Transforma esta função numa entrevista — um currículo e uma carta de apresentação criados à volta do que este empregador procura.

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Resumo da oferta

Copperfield College in Melbourne is seeking graduate teachers to join our Range 1 classroom teaching team. You will plan and deliver lessons across key year levels, monitor progress, and work under guidance from experienced mentors.

You will contribute to school-wide priorities, engage in professional learning, and support student wellbeing across campuses. Current teacher registration with the Victorian Institute of Teaching is required.

Qualificações

  • SC1: Knowledge of curriculum and ability to teach literacy and numeracy.
  • SC2: Capacity to implement high impact teaching strategies.
  • SC3: Ability to monitor and assess student learning and use data.
  • SC4: Strong interpersonal and communication skills.
  • SC5: Reflective practice and commitment to professional learning.

Responsabilidades

  • Plan and deliver teaching programs across years 7–12.
  • Monitor student progress and provide feedback to students and parents.
  • Collaborate with mentors and colleagues to support learning.
  • Contribute to school priorities and curriculum development.
  • Support student wellbeing and create inclusive classrooms.

Conhecimentos

Mentoring
Communication
Collaboration

Formação académica

Teacher registration (VIT)

Descrição da oferta de emprego

Copperfield College in Melbourne is seeking graduate teachers to join our Range 1 classroom teaching team. You will plan and deliver lessons across key year levels, monitor progress, and work under guidance from experienced mentors.

You will contribute to school-wide priorities, engage in professional learning, and support student wellbeing across campuses. Current teacher registration with the Victorian Institute of Teaching is required.

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