Teacher Grad Recruit Program

Department of Education Victoria; Frankston; Presencial; AUD 65 000 - 90 000; Tempo integral

Resumo da oferta

Karingal Primary School, part of the Department of Education Victoria – Frankston VIC, invites applications from graduate teachers. The role focuses on delivering high-quality literacy, numeracy and student wellbeing programs, with structured support from mentors and senior staff.

Successful candidates will plan and teach across year levels, monitor student progress, use data to inform teaching, and engage with families and the school community.

Qualificações

• Knowledge of curriculum including literacy and numeracy emphasis.
• Ability to implement high-impact teaching strategies.
• Capacity to monitor and assess student learning and provide feedback.
• Strong interpersonal and communication skills for collaboration.
• Demonstrated alignment with Department values.

Responsabilidades

• Plan and implement a range of teaching programs or courses of study.
• Teach an area of the curriculum to a year level.
• Monitor, evaluate and report student progress in key learning areas.
• Use data to inform teaching practices and communicate with families.
• Maintain records of attendance and student progress.
• Work with a mentor to develop a professional portfolio and reflective practice.
• Contribute to school policies, priorities and co-curricular activities.

Conhecimentos

Curriculum knowledge

Teaching strategies

Student assessment

Interpersonal skills

Department values

Formação académica

Bachelor's degree in Education

Descrição da oferta de emprego

Department of Education Victoria – Frankston VIC

1d ago , from Department of Education & Training Victoria

Karingal Primary School is committed in providing a friendly, dynamic and secure learning environment that strives to develop respectful, resilient, lifelong learners. It supports students to achieve their personal best in an atmosphere of mutual respect and cooperation.

School Values

At Karingal Primary School a clearly defined set of core values underpin everything we do:

• Respect is defined by Fairness, Strength, Consideration, and Sincerity
• Integrity is defined by Truth, Honesty, Responsibility, Loyalty and Safety
• Persistence is defined by Control, Hard work, Commitment, Learning, Purposefulness and Success
• Resilience is defined by Humour, Initiative, Flexibility and Courage
• Relationships are defined by Empathy, Collaboration, Support and Trust

Karingal Primary School opened in 1966. It is located on a large, picturesque site in a well-established residential suburb, close to the City of Frankston, 53 km south-east of Melbourne. The school¿s attractive site, with established native trees, contrasts with the local urban environment and the comprehensive shopping complex nearby. Karingal Primary School is part of the local network of four other primary schools and a secondary college within walking distance of the school.

A strong partnership exists between the School Council, the highly professional staff and a dedicated core of supportive parents, with an active Parents and Friends Sub Committee working for the benefit of the children and school community.

Educational

The school¿s policies and programs support a learning environment which places the student at the centre of the school. They encompass a comprehensive curriculum with a strong focus placed on literacy, numeracy and science. Learning outcomes for students are maximised by team and whole school planning, professional development for staff, appropriate resource provision, effective assessment and reporting practices, and regular evaluation of programs.

Student Wellbeing and Engagement will see an increased focus on student engagement, attendance and personalised learning for all students in a safe and stimulating environment. The expectation is that everyone will work to ensure that each student is individually nurtured and that colleagues are successfully managing the requirements of their professional roles and responsibilities. Karingal Primary School is a smaller school and therefore staff need to work as a cohesive and supportive professional team to provide a range of quality teaching and learning experiences the school offers to students.

Teachers are asked to ensure that classrooms are stimulating, organised, tidy, accessible, safe and well-maintained. Students are expected to take an active part in keeping their personal property and school property well organised and tidy.

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.

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.