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Graduate Teacher Program

Job posted: 18/11/2022
Applications close: 01/12/2022 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 27/01/2023 - 26/01/2024

Organisation: Education and Training

Salary: Salary not specified

Occupation: Education and Training

Reference: 1314605

Reference: 1314605

Occupation: Education and Training

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. 

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

Other Information

  • 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.

Location Profile

Context

Aitken Creek Primary School is located within the City of Hume, approximately 26 kilometres north of Melbourne. The area is under constant development and has become very urbanised over the last few years.

ACPS opened its doors at the start of the 2011 school year with a total population of 67 students from P-5. The school has attained a steady increase of enrolments since its opening and has a current enrolment of over 1000 students. Destination data shows that students come from 124 different schools, 47 of which are from interstate and 32 from overseas. Student characteristics are culturally diverse with 46 identified languages spoken at home other than English, with the majority being Arabic, Urdu, Hindi, Punjabi, Assyrian and Sinhalese. Approximately 72% of the student population is identified as English as an Additional Language (EAL) with 48% of the student population attracting EAL funding support.  

The school leadership and staffing profile evolves every year to address the growth and directly link with the School Strategic Plan priorities. The staffing profile has a mix of expertise however predominantly teaching staff are in the initial graduate years of teaching.  Professional learning, coaching and induction processes have been instrumental in ensuring the development of the school culture and the school wide approach to teaching and learning.

Aitken Creek Primary School is a P-6 school located on Grevillea Street Craigieburn. Built under the new Public-Private Partnership (PPP) development, Aitken Creek Primary School is an excellent state of the art learning facility that brings together the best in contemporary educational design and promotes active student-centred learning through the creation of flexible, functional spaces.  All teachers work in professional learning communities, framed around the FISO inquiry cycle. They collaborate in teaching teams so that the individual needs of their students are met. We uphold high expectations of all and provide an exciting and inclusive experience for staff, students and families.  

Philosophy of Teaching and Learning

  • Learning and development is a social, collaborative activity dependent on relationships
  • Learning involves active participation, investigation, discovery and construction.
  • Meaningful, authentic and relevant context is central to learning
  • Motivation for learning is strongly dependent on the learner’s confidence in their potential
  • Environments play a critical role in learning where ideas, values, attitudes and culture are mirrored within them.

School Vision

At Aitken Creek Primary School our students will achieve personal success in their learning and become responsible and productive citizens.

An environment that is caring, safe and supportive will be provided so that each student achieves their full potential.

Parents, students and staff are strongly encouraged to work together in partnership to ensure our students succeed.

The core beliefs that we base our work on are:

  • Through effort everyone can succeed and personal achievements are celebrated.
  • Active engagement as well as positive work habits and attitudes are essential to learning.
  • Social skills are fundamental in the way we interact with each other.

School Values

The values which underpin the actions for the whole school community are:

Respect: Showing care and concern for ourselves, other people, property and our environment. Developing a sense of pride, self-esteem and personal identity.

Teamwork: Achieving success by working cooperatively with others to achieve common and personal goals.

Achievement: Setting goals, showing persistence and taking pride in our achievements.

Responsibility: Showing commitment to our learning by being accountable for our actions.

We embed the School Wide Positive Behaviour (SWPBS) framework that structures our student management, wellbeing and engagement processes and procedures.

Intent

We aim to offer a service to our students and their carers that is responsive and forward thinking, targeting student needs.

Our core business is to offer the most effective teaching and learning program, in a caring and supportive manner which focuses on the explicit teaching of skills and behaviors so that each child can be the best that then can be.  

Our facilities and resources will be aligned to our core business and our priorities so that our educators are well equipped to offer the best service possible.

We endeavour to respond to concerns in a timely manner that is solution focused and were possible with mutually agreeable outcomes.

Graduate Teacher Program

Job type:

Full time / From 27/01/2023 - 26/01/2024

Job classification:

Not provided

Contact:

Brendan Thompson | 03 8338 3700

Graduate Teacher Program