Graduate Teacher Program

Government schools; Bendigo, Shire of Macedon Ranges; On-site; AUD 65,000 - 90,000; Full time

Job summary

Willowbank Primary School in Gisborne, Victoria, invites graduates to join its inclusive learning community. The Range 1 classroom teacher role focuses on developing teaching skills with guided support from senior staff, planning and delivering literacy and numeracy programs across year levels.

New entrants will receive structured mentoring, induction programs, and opportunity to contribute to a high quality, student-focused curriculum while engaging with families and the broader school

Qualifications

• Must be registered or eligible for registration with the Victorian Institute of Teaching.
• Experience planning and delivering literacy and numeracy across Prep–Year 6.
• Ability to establish collaborative relationships with students, families and the school community.

Responsibilities

• Plan and implement teaching programs for a range of classes.
• Teach curriculum areas across year levels and monitor student progress.
• Maintain accurate records of attendance and student achievement.
• Work with a mentor to participate in professional development and induction programs.
• Contribute to school policy development and co-curricular activities.

Skills

Interpersonal communication

Collaboration with staff

Education

VIT provisional or full registration

Postgraduate initial teacher education (Australian accredited)

LANTITE literacy and numeracy requirements

Job description

Location Profile Willowbank Primary School opened in 2022 for all year levels, Prep to Year 6 and is located at 385 McGeorge Road, Gisborne. The school has a current enrolment of 476 students and facilities for a long-term enrolment of 550 students. The state-of-the-art school facilities include general teaching spaces and specialist facilities for music, science, food technology and physical education. The outdoor facilities include a soccer field, basketball courts, kitchen garden, a performing arts stage, play spaces and undercover areas. Willowbank Primary Schools vision is to be an inclusive school community where everyone is empowered to achieve excellence. This vision is captured in our motto `Achieving excellence, together'. We provide a safe and inclusive learning environment that inspires and challenges all members of the community to embrace learning and achieve academic, social, emotional, and physical excellence.

Willowbank Primary School is committed to:

• developing a whole-of-school culture of excellence and inclusion.
• establishing a safe, inclusive, and supported learning environment that is conducive to learning.
• developing a professional learning community that is focussed on the continuous improvement of teaching and learning and takes a collective responsibility for improving student learning outcomes.
• implementing high quality learning and pedagogical practices that maximise the opportunities presented in our inclusive and contemporary learning spaces.
• developing a strategic approach to the professional learning of staff and the ongoing development of the school's culture of inclusion and excellence.
• delivering a high quality, student focussed, rigorous and relevant curriculum that meets the learning needs of all students.
• empowering learners to take ownership and be active participants in their own learning.
• building resilience and supporting students to be happy, healthy, and confident individuals.
• engaging with parents, carers, and the wider community as genuine partners in learning, striving to achieve the best possible outcomes for students.
• creating a community hub that links families and children to services and support.

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.

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 programmes 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

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] 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

Other Information

• 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'; 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 .