Graduate Teacher Program

Department of Education Victoria; Shire of Baw Baw; On-site; AUD 65,000 - 90,000; Full time

Job summary

Department of Education Victoria invites graduates to apply for teacher roles within Victorian public schools. The program focuses on developing skilled classroom practitioners with structured mentoring, policy understanding and engagement with school priorities.

Graduates will plan and teach across primary levels, monitor student learning and participate in induction and professional learning activities designed to ensure alignment of curriculum, assessment and pedagogy.

Qualifications

• Demonstrated knowledge of the relevant curriculum and ability to teach literacy and numeracy.
• Ability to implement high impact teaching strategies and assess student growth.
• Ability to monitor student learning and provide feedback to students and parents.
• Strong interpersonal and communication skills with students, parents and colleagues.
• Commitment to professional learning and reflection to improve teaching quality.

Responsibilities

• Plan and implement a range of teaching programs or courses.
• Teach an area of the curriculum to a year level.
• Monitor, evaluate and report student progress.
• Implement strategies to achieve targets for student outcomes.
• Maintain records of attendance and progress.
• Apply effective student management aligned with the school charter.
• Collaborate with a mentor on professional development planning and reflection.
• Supervise a range of student activities including support and welfare programs.
• Contribute to a range of co-curricular programs.

Skills

Curriculum knowledge

High-impact teaching

Data-informed practice

Interpersonal communication

Professional learning

Education

Teacher registration eligibility (VIT)

Job description

Department of Education Victoria – Tanjil South VIC

13h ago , from Department of Education & Training Victoria

Tanjil South Primary School was established in 1887 and is located in the Baw Baw Shire, 120 kilometres east of Melbourne. It draws its students from the small local township and more commonly broader afield within the Latrobe Valley.

The school aims to:

• develop self-disciplined, questioning and caring students
• encourage children to reach their individual potential and experience success atschool
• provide a challenging and stimulating curriculum
• support a positive, safe and friendly environment
• encourage parents, teachers, students, and the community to work together as a team to further develop and improve theschool
• provide equal opportunity for all members of theschoolcommunity
• encourage responsibility, independence, problem solving, leadership, active learning and creativity with all students
• prepare students for future success in learning and life by building on their strengths and experiences

Our primary focus is to provide the best possible learning experiences for all students and enhance their qualities, attitudes and skills which will enable them to adapt to change and have a positive outlook on life.

The school provides a quality curriculum delivered in one composite P-6 class. The students are supported by a generalist classroom program delivered by the classroom teacher in partnership with the principal as well has having specialist classes for Library (MARC Van), Physical Education, Arts, Humanities, Japanese Language, and Science.

Our buildings and on-going planned maintenance and improvements have resulted in a very attractive, comfortable and safe school environment featuring one double open plan classroom, a multi-purpose room for activities requiring more indoor space, art room, music room, basketball court, picturesque oval and spacious well-maintained gardens and grounds. Our new outdoor active learning area has provided not only a more attractive learning environment but provides more activity options for students during their time at school.

For our small size we are well resourced and supported through initiatives such as the Small Schools Program, Small School Cluster PLC, weekly ICT support, part-time administrative support and classroom support staff. We have connections with other small schools in the area and collaborate to support each other to reduce costs, enhance the experiences of our students and provide learning opportunities for staff and students.

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.

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

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 https://www2.education.vic.gov.au/pal

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.