Graduate Teacher Program

Job posted: 09/05/2022
Applications close: 22/05/2022 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Part time / From 11/07/2022 - 10/01/2023

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1277979

Reference: 1277979

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

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. 


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.


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

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy.  Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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


To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Coolaroo South Primary School and Kindergarten is situated in a well-defined residential area in the City of Hume.  The school is in a comprehensive community recreational precinct with proximity to a range of local facilities including public transport.  Along with Foundation to Year 6 programs, Coolaroo South also facilitates a playgroup, 3 and 4-year-old Kindergarten programs. The school has excellent facilities with 12 well-resourced classrooms along with staff offices and spaces to allow for small teaching groups.

The school has a total of 225 enrolments. Its 36 staff include 2 principal class, 20 teaching staff and 14 ES staff. The SFO Index is 0.79 and its SFOE Index is 0.6. The school’s community draws from a wide range of cultural backgrounds.  It has a very high proportion of families from disadvantaged backgrounds and generally, very high numbers of newly arrived EAL learners. The number of newly arrived students has decreased in 2020/21 due to the impact of COVID on immigration.

Coolaroo South Primary School has spent time and energy in developing strategies, processes and procedures that not only improve student learning but provide a safe and efficient working environment. The school is a Respectful Relationships partner school and is focussed on developing socially competent students who are aware of their responsibilities in the wider community. The school also works hard to build positive relationships with all families ensuring they feel safe and supported.

Coolaroo South Primary prides itself on its commitment to improving student achievement by offering all students a challenging academic program devised to meet their individual needs. It has recently trained in the Professional Learning Communities (PLC) initiative and the Extending Mathematical Understanding (9EMU F-2) intervention specialist teaching course. The school uses an explicit language pedagogy that has seen strong growth in Reading.

The schools aims to connect all members of the community to learning and through its community hub, engages parents in a range of courses and programs preparing them for life in Australia. 

The school is organised into single classes whenever possible. It provides instruction in Physical Education, Visual and Performing Arts and Science and Spanish. The school offers weekly Arabic immersion classes to mother tongue students.

Student wellbeing continues to be a high priority for staff.  Provision is made for several support services including Access to Allied Psychological Services A(TAPS), Into the Future psychology and the SSSO network.  The school also employs the equivalent of 1.0 EFT speech therapists who provide phonological work alongside teachers as well as individual clinical work for PSD students.  Many of the staff are now trained in Berry Street (trauma informed practice) ensuring consistent implementation of these strategies. The school has a therapy dog who works across the school providing much needed social and emotional support to the entire school community.

Graduate Teacher Program

Job type:

Part time / From 11/07/2022 - 10/01/2023

Job classification:

Not provided


Anne-Maree Grozdanoski | 93091664

Graduate Teacher Program