Graduate Teacher Program

Department of Education Victoria; Beaconsfield; On-site; CAD 64,000 - 80,000; Full time

Job summary

An educational institution in Victoria is seeking recent graduates for teaching roles. Candidates will focus on implementing effective teaching programs, monitoring student progress, and engaging in professional development. The position emphasizes fostering an inclusive learning environment with support from experienced staff. Successful applicants must register with the Victorian Institute of Teaching and exhibit strong interpersonal skills. This role offers structured guidance for new teachers while contributing to the developmental goals of diverse learners.

Benefits

Structured mentoring program

Professional development opportunities

Diversity and inclusion initiatives

Qualifications

• Must have completed course requirements and graduated within the last 4 years.
• Currently registered or eligible for registration with the Victorian Institute of Teaching.

Responsibilities

• Planning and implementing teaching programs.
• Monitoring and evaluating student progress.
• Working with a mentor for professional development.

Skills

Curriculum knowledge

Teaching strategies

Monitoring student learning

Interpersonal skills

Professional reflection

Education

Provisional or full registration with Victorian Institute of Teaching

Postgraduate initial teacher education program

Job description

Department of Education Victoria – Beaconsfield WA

20h ago , from Department of Education & Training Victoria

Croxton School is a Department of Education & Training Special School located in Beaconsfield Parade, Northcote with additional Campuses at Thornbury Primary School and Thornbury Learning Centre.

Croxton School caters for students aged from 5 to 18 years and has a current enrolment of 130 students.

Croxton School provides a learning environment, which is safe, secure, challenging and above all success orientated. The individuality of all students is highly valued and programmes are designed to meet demonstrated needs and interests.

The school actively supports a policy of inclusion by facilitating student access to neighbouring mainstream Primary Schools and Secondary Colleges. The school’s curriculum and organisational structure aims to prepare students for further education, independent living and employment.

Enrolment at Croxton School is based on a child’s educational needs and a recommendation of eligibility from a registered psychologist. This does not preclude other diagnosis such as Autism Spectrum, but they have to be assessed as having a full scale IQ of below 70.

Croxton School is unique within Victorian Special Education offering a wide choice of educational options and pathways.

We acknowledge the Traditional Custodians of the Wurundjeri land on which our school stands.

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.

Program Benefits – Graduates

The primary focus of the Range 1 classroom teacher is on further 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‑curricular 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 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 & 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 at http://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';
• 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.