Graduate Teacher Program Maths/Health/VCE HHD

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

Job summary

Lorne P-12 College, part of the Department of Education Victoria, is seeking graduates for a classroom-focused Teacher program across Maths, Health, and VCE Health and Human Development. The role emphasizes strong literacy, numeracy integration, and collaborative planning with mentors.

Found in the coastal town of Lorne, the college serves around 210 students with a dedicated team of staff. Successful applicants will engage in professional learning and school-based apprenticeships as part of

Qualifications

• Knowledge of curriculum with literacy and numeracy integration.
• Ability to apply high impact teaching strategies.
• Ability to monitor, assess and provide feedback on student learning growth.

Responsibilities

• Plan and implement teaching programs and courses.
• Teach across curriculum areas for a year level.
• Monitor, evaluate and report student progress.

Skills

Curriculum knowledge

High impact teaching

Data-informed teaching

Interpersonal skills

Equity and inclusion

Job description

Graduate Teacher Program Maths/Health/VCE HHD

Department of Education Victoria – Lorne VIC

3d ago , from Department of Education & Training Victoria

Lorne P-12 College is a dynamic and inclusive learning community situated on Victoria's iconic Great Ocean Road. Our vision is to empower every student to thrive in a safe, respectful, and inspiring environment where learning is engaging, purposeful, and future focused. We are committed to fostering the values of respect, resilience, integrity, and excellence in all that we do. Our school values ofPersonal Best, CooperationandRespectensure that every student is supported to reach their highest potential and challenged to become the best version of themselves.

As a P-12 college, we offer a seamless educational journey from Prep through to Year 12, fostering strong relationships, consistent expectations, and a deep understanding of each learner's needs. Our small school setting creates a close-knit and supportive environment where every student is known, valued, and celebrated. The college currently has an enrolment of approximately 210 students and a dedicated team of over 40 staff, including teachers, education support staff, wellbeing officers, and members of the leadership team.

Located in the coastal town of Lorne, our school draws students from the immediate township, nearby coastal areas, and surrounding rural communities. Due to its unique geographic location, the college plays a central role in the life of the local community and serves as a key hub for social and educational connection in the region.

Lorne P-12 College is characterised by a diverse student population and a strong commitment to equity and inclusion. We proudly support our students through differentiated teaching, individual learning plans, targeted wellbeing programs, and a range of vocational and academic pathways. Our innovative curriculum combines academic rigour with real-world relevance and is continually evolving to reflect best practice in contemporary education.

Notable features of the college include a strong emphasis on student voice and leadership; a diverse range of face-to-face VCE studies; and access to Virtual Schools Victoria, the Victorian School of Languages, and the Centre for Higher Education Studies (CHES). We offer a broad selection of VET courses on-site, including Cookery, IT, and Music, alongside access to additional programs through local TAFEs and industry partners. Students from Year 10 onwards are engaged in school-based apprenticeships, supporting real-world learning and career pathways. The college also delivers an award-winning VCE Vocational Major program and integrates our unique coastal setting into the curriculum through Coast Sustainability and a strong Marine Biology program. Recent upgrades to our facilities have been designed to support innovative, future-focused learning experiences.

Selection Criteria - Graduates

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 (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

No job description available

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.