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Graduate Teacher Program

Job posted: 12/05/2022
Applications close: 25/05/2022 (Midnight)
5 days remaining

5 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 11/07/2022 - 09/01/2023

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1278455

Reference: 1278455

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern 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. 

Role

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

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

VIT LANTITE

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

Vision

To promote a culture of high expectations and excellence through the provision of a teaching and learning environment that challenges, stimulates and nurtures. Students to be self-motivated, resilient and reflective learners, who think critically and creatively. Students will enhance their learning through the development of digital literacy skills and the use of emerging technologies. Experiencing success as literate and numerate students, they will be positively engaged members of their local and global community.

Values

Kew East Primary School (KEPS) embraces five core values which form the actions for the whole school. These values are actively promoted and underpin all levels of operation throughout the school.    

           Relationships: Friendship, Kindness, Compassion, Family, Enjoyment, Empathy, Fairness

  • Positive relationships are developed and fostered, which build on trust and mutual respect.

Respect: Honesty, Manners, Acceptance, Tolerance

  • Behaviour that demonstrates the acceptance of differences and decisions.

Responsibility: Happiness, Learning, Health, Teamwork, Cooperation

  • Develop the ability to work independently and with others with good intent.

Resilience: Self-esteem, Self Confidence, Positive Attitudes

  • Actively encourage student connectedness, perseverance, active citizenship and social competencies

Reflection: Thinking, Considering, Wondering, Direction

  • Thinking about what we have achieved, where we need to go next and what we would do differently

Background

Kew East Primary School (KEPS) has a stable enrolment of approximately 360 students. Students attending KEPS come from predominately high socio-economic backgrounds. The student demographic includes students from Language Backgrounds Other than English (LBOTE), students included in the Program for Students with Disabilities (PSD), and recently, an increasing number of English as an Additional Language (EAL) students.

The KEPS curriculum program is based on the Victorian Curriculum which covers from Foundation to Year 10. KEPS has a dual class structure, with straight year level classes in Foundation, Year 1 and Year 2 and multi-age classes in Years 3-4 and Years 5-6.  A high proportion of our students from Foundation to Year 6 work beyond the expected levels of achievement. To cater for the diversity of students’ learning needs within and across year levels, a differentiated curriculum is planned for and delivered through flexible student groupings, such as ability, and mixed ability.

Individual student goals are developed at each year level, Foundation to Year 6, and provide students with the opportunity to identify, multiple reading, writing and Maths goals each term which are conferenced with their class teacher. The development of student goals where they are regularly monitored and negotiated between student and teacher, has been a major focus over the last 4 years, to build student agency.  Staff have spent extensive time exploring, refining and further incorporating the high impact strategies (HITs) into their practice.

Some students will also have negotiated Individual Learning Plans, to cater for and support their extension or intervention needs, and these are reviewed at least once a term.

A great deal of effort has been imputed into making classrooms inclusive where reasonable adjustments are made, to cater for students diverse learning and management needs.  Staff have spent time planning, documenting and revising reasonable adjustments made.

The use of ICT and digital technologies has grown significantly where extensive resources have been purchased, such as, spheros, beebots, code-a-pillars and makey makey boards.  Applications of Seesaw, Green Room, Stop Motion and Scratch and WebEx have also been used extensively.  Banks of laptops and iPads have also been purchased and used across the school, along with the computer pod (for whole class) and desktop computers in all classrooms.

The school provides additional opportunities for maths extension and literacy intervention to further support the needs of students. Specialist teachers deliver programs in Italian, Visual Arts, Music and Physical Education. The school’s music program is exceptional, enjoying an outstanding reputation for providing additional and unique opportunities for students to perform in our social (Year 4) and concert brass bands (Year 5-6). This extra curricula activity promotes student engagement and provides an opportunity not commonly found in other primary schools.

KEPS has well-resourced facilities including, a multipurpose centre which includes, a gymnasium, music rehearsal room, tutorial rooms for instrumental music lessons, and a LOTE room; out of hours school care, junior school hall, library, art room and computer room.

Graduate Teacher Program

Job type:

Full time / From 11/07/2022 - 09/01/2023

Job classification:

Not provided

Contact:

Helen Foheringham | 03 9859 2903

Graduate Teacher Program