Graduate Teacher Program

Department of Education Victoria; Frankston; On-site; AUD 70,000 - 90,000; Full time

Job summary

Overport Primary School in Frankston, Victoria is seeking graduates for a classroom-teacher role within a supportive team. The position focuses on delivering literacy and numeracy programs, implementing high-impact teaching strategies, and tracking student progress with data-informed feedback.

Successful applicants will be eligible for induction, mentoring, and ongoing professional learning as part of the Department's commitments to teacher development and inclusive education.

Qualifications

• Eligible for provisional or full registration with the Victorian Institute of Teaching.
• Graduated within the last 4 years.
• Knowledge of curriculum including literacy and numeracy.
• Ability to implement high-impact teaching strategies.
• Strong interpersonal and communication skills.

Responsibilities

• Plan and teach lessons across the curriculum.
• Monitor student progress and provide feedback to students and parents.
• Collaborate with teachers to support learning and wellbeing.
• Participate in induction and professional learning.
• Contribute to school programs and co-curricular activities.

Skills

Curriculum knowledge

High-impact teaching

Assessment & feedback

Interpersonal communication

Collaboration

Education

Teacher Registration (VIT)

ITE postgraduate accreditation

Job description

Department of Education Victoria – Frankston VIC

1d ago , from Department of Education & Training Victoria

Overport Primary School, which is located in Frankston, enjoys an outstanding reputation within the local and wider community. This is demonstrated by the significant growth in enrolments; the school continues to have a steady number of students with a current enrolment of 683 students across 30 classrooms.

The school's mission statement, ¿Overport is an inclusive school community committed to providing engaging and challenging educational opportunities that support individuals to achieve their full potential¿, is underpinned by the strong core values of Commitment, Acceptance, Respect, Excellence and Strength.

Our school values and rules are: Be Safe, Be Respectful, Be a Learner. These are designed to ensure a consistent and explicit approach to school behaviour and expectations, ensuring all students feel safe and happy.

Our students are supported by a highly professional staff, comprising of our principal and two assistant principals,45 teaching staff and 18 education support staff. Classroom programs are designed to support individual needs and are enriched by a number of specialist and support programs which include: Health and Physical Education, Visual Arts, Performing Arts, LOTE (Japanese), Digital Technology and STEM program, and two literacy intervention program: LEAP ¿ Literacy Enrichment Assistance Program and Literacy Tutoring.

The staff are dedicated and committed to developing a learning environment which maximises the overall educational needs of our students and endeavours to achieve the best social, emotional and educational outcomes for all students. Our school is committed to working with students as individuals, adapting programs to their specific needs through a differentiated approach to curriculum and instruction. Our teachers plan in strong teams together and share experiences across year levels.

The school undertook a major building program that has seen a complete rebuild. This has led to classrooms being designed with flexible learning spaces that offer the opportunity to embrace innovative practices throughout the school. The school also provides a multi-purpose hall, and a well-equipped Library, Visual Arts centre, Performing Arts centre, LOTE room, STEM rooms and Computer hub. Out of Hours School Care, operated by ¿Extend,¿ is offered for families on site.

The use of Interactive televisions in all classrooms, school iPads and laptops in the classrooms and a computer hub allows us to support students¿ technological learning. We have upgraded our ICT infrastructure and have a rolling lease that continues to grow our number of resources. We aim to continually improve access for all students to provide the digital tools to support their learning and continue to grow our knowledge and skills in this area.

Extra-curricula activities to engage our students in a range of learning opportunities include:

School production for senior students and end of year concert for all students, Wellbeing Weeks, Footy Day, House Athletics, Book Week Celebrations and End of year Christmas Concert, as well as a myriad of camps and excursions. Students are able to receive private music tuition in the areas of keyboard, woodwind and brass instruments, guitar and drums. Students have the opportunity to participate in swimming programs from prep to 4 and a water safety program in 5 and 6. During lunchtime our library is also open for students to enjoy.

Our School Council and its sub-committees are highly active. School Council is responsible for fundraising, community social events and our grounds, as well as supporting curriculum initiatives. Our parents also can be involvement in classroom programs, fundraising, sports activities, camps and excursions, and numerous other activities. Our vegetable garden is used to educate our students on the value of growing and harvesting along with developing environment awareness and sustainability and understanding biodiversity through our STEM program.

Students are encouraged to act responsibly, showing respect for people, the environment and public property. A strong approach to wellbeing, which includes Restorative Practices, is designed to support student social competencies across the school. We promote GEM -Gratitude, Empathy and Mindfulness, throughout the school.

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 Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning 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.

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