Maths/VCE VM Numeracy (Graduate Teacher Program)

Government schools; Melbourne; On-site; AUD 60,000 - 75,000; Full time

Job summary

Pakenham Secondary College invites graduates to join a Year 7-12 setting with structured support from experienced teachers and mentors. You will plan and teach programs, monitor student progress, and align practice with school priorities to foster growth and achievement.

Under guidance, you will develop classroom skills, participate in induction and professional learning activities, and contribute to a positive learning environment, wellbeing, and inclusive practices for diverse learners.

Qualifications

• Provisional or full registration approved by the Victorian Institute of Teaching.
• Postgraduate level accredited initial teaching program recognised by State authority.
• LANTITE literacy and numeracy requirements for ITE graduates where applicable.

Responsibilities

• 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.

Skills

Literacy & numeracy

Student learning needs

Interpersonal communication

Collaboration with families &community

Reflective practice

Professional learning

Education

VIT registration or eligible

Postgraduate initial teaching program accreditation

Job description

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 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

• 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

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

Who May Apply - Graduates

• 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 [email protected] 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

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 .

Location Profile

Pakenham Secondary College is a Year 7-12 College located within the Cardinia Shire on Melbourne¿s South East fringe. The school now serves a large and diverse community within a designated urban growth corridor. The College is committed to providing all students with learning opportunities designed to develop socially responsible citizens and build pathways to their futures. We are committed to continuous improvement. We value growth through connection. The key values that underpin all our work at the College is based around the acronym SOAR. S ocial and personal responsibility This means everyone is accountable for their own actions and share responsibility for the development of a positive learning environment. O pportunities for all This means that all members of the school community are provided with a variety of learning opportunities to further develop themselves and participate in the decision‑making process of the school. A chieving personal best This means there is an expectation that all members of the school community commit to a culture of excellence. R espectful relationships This means that the school recognises the importance of productive relationships, with all members of the school community showing respect for themselves, others and the environment. The school community has become increasingly diverse with students from a variety of ethnic and racial backgrounds creating a diverse school population. It is anticipated that student enrolment numbers will be approximately 1250 in 2027.

We are a great school offering outstanding opportunities to our students in the areas important to our College Community:

• Learning growth and pathways
• Sport
• Performing Arts
• Student Leadership and our Community.

The curriculum across Years 7 and 8 is based around a core plus elective model. Students in Years 9 and 10 combine their core subjects with more elective choices in areas of interest to them. Year 10 students also have the opportunity to access a VET or VCE subject. Senior students are able to access the VCE (VCE, VCE Vocational Major and the Victorian Pathways Certificate) and a variety of VET courses and School Based Apprenticeships. The school is committed to supporting students in achieving at least one qualification upon the completion of their Secondary Education. The school recently completed a new Strategic Plan 2025 which is focused on improving student learning and wellbeing.

Key Improvement Strategies include:

• Strengthen the Professional Learning Communities approach through collaborative inquiry, improved use of data, feedback and peer coaching.
• Develop, implement and embed a whole school approach to formative and summative assessment.
• Audit,