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Graduate Teacher Program

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 27/01/2023

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1290172

Reference: 1290172

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern 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

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Karoo Primary School, established in 1992, is located in Rowville. Our current enrolment is 498, we have 21 classrooms and specialist learning spaces.  Our staffing structure includes full-time and part -time teaching staff, ES support and administration staff. Our students are supported by professional and dedicated staff.  Our staff consists of one Principal and one Assistant Principal. We have two Learning Specialists; the focus of their work is Literacy and Numeracy.  Classroom programs are designed to support individual needs and are enriched by our Specialist programs which include Physical Education, Visual Arts and Performing Arts, LOTE (Mandarin) and Science. A wellbeing program and literacy intervention (LEAP –Literacy Enrichment Assistance Program) is also implemented at the school. Identified students participate in the High Ability Program, supported by a designated leader.

Karoo’s philosophy is based on quality and consistent teaching, enhanced by collaborative planning to ensure all students achieve their potential, to be the best they can be.

We collectively work together to improve teaching and learning by:

  1. Striving to adopt consistent teaching protocols to enhance positive student behaviour, engagement and learning.
  2. Ensuring all learning tasks are purposeful, clearly defined, differentiated and challenging.
  3. Supporting staff to participate in professional learning and development, to reflect on their professional practice, to encourage and enhance collegiate support.
  4. Using assessment tools and data to monitor student achievement, to plan future learning and to inform teaching.
  5. Student voice empowers our students and provides them with the opportunity to give feedback to each other and their teachers. Student agency is focused on giving students responsibility and ownership of their learning.

Karoo staff implement an Instructional Model in their teaching practices. A key focus of our teaching and learning is the effective use of Learning Walks and Talks across all year levels and specialist programs. Ongoing whole school Professional Learning has supported staff to make effective use of the High Impact Teaching Strategies. We are currently undertaking Professional Learning to improve our teaching instruction for Writing, we are using the 6+1 Writing Model.

Our current Professional Learning teams are Literacy, Numeracy, Wellbeing and Student Voice and Agency. This year we commenced our participation in the Respectful Relationships Program, this supports our whole school Wellbeing Program (Resilience Rights and Respectful Relationships).

High quality specialist programs enhance and support students to explore their interests and talents. Our students participate in weekly Physical Education, Performing and Visual Arts lessons. Our year 3-6 students participate in Science lessons with a designated teacher. Students in years Foundation to Year 2 participate in Chinese (Mandarin) and this program will be extended to all year levels next year.

Karoo fosters both sporting and arts programs by offering opportunities for students to represent the school in district and regional sports competitions. Student participation in the school choir, instrumental music lessons and ‘State Schools Spectacular’ are well supported and enjoyed by our students.

Our outdoor education program is available for students in Years 3 to Year 6.  Adventure camps are the focus for students in Years 3, 4 and 6.  Our Year 5 students participate in an urban camp in the City of Melbourne. Our staff compliment learning programs by organising a range of incursions and excursions, these provide insightful experiences for the students.

We have a supportive School Council who actively participate in a range of sub committees.  School Council is responsible for the effective organisation and daily running of our Outside School Hours Care Program.  Currently we have places for 90 students. School Council, Karoo Parents Association and Karoo Class Reps Programs positively contribute to the establishment of developing a positive partnership between home and school. There is a very strong sense of community at Karoo clearly evident in whole school events and fundraising activities. We value the home/school relationship and use a range of communication tools to keep parents informed. Compass is used as a communication platform to connect with our school community.

Graduate Teacher Program

Job type:

Full time / From 27/01/2023

Job classification:

Not provided

Contact:

Danielle Heatley | 03 9759 6222

Graduate Teacher Program