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Graduate Teacher Program (Graduate Teacher Program)

Job posted: 10/05/2024
Applications close: 30/05/2024 (Midnight)
10 days remaining

10 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 15/07/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1415082

Reference: 1415082

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

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

This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

Role - Graduates

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 - 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.

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.


The Department of Education (the department) 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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 and 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

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

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.

Eligibility for incentive payments:

  • The successful candidate is committing to a minimum of 1 year employment at this school
  • The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
  • The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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

MULTI-CAMPUS SCHOOL - VACANCY IS NON SPECIFIC TO A CAMPUS

NSA School Vision

"Learning for Life"

Northern School for Autism strives to be a centre of excellence.  Students are supported towards developing their personal and educational potential, so as to be valued contributors to family and community life.

School Values: Trust, Understanding, Safety

School Overview

Northern School for Autism is a Victorian State Government specialist school that exclusively addresses the educational needs of students with autism ranging in age from 5 to 18 years.  The school was established in 2006 and currently operates across two campuses located in Reservoir and Lalor.  Reservoir is an Early and Middle Years campus; Lalor is a Later Years campus.  The school also coordinates a satellite program at Norris Bank Primary School.  Class-groups generally comprise of six to ten students of similar chronological age.  Teachers, teacher aides and therapists (speech pathologists and occupational therapists) work in teams of two or three in each classroom, supported by specialist teachers (PE, Art and Music) as well as a team of leading teachers.

School Structure

The school is divided into sub-schools according to the stages of schooling (ages approximate):

- Early Years ~ 5 - 8 years.

- Middle Years ~ 9 - 14 years.

- Later Years ~ 15 - 18 years.

Pedagogical Philosophy

The community of Northern School for Autism believes that to succeed in the world, students need to develop the capacity to:

  • Manage themselves as individuals in relation to others.
  • Understand the world in which they live.
  • Act effectively in that world.

Teaching and Learning

Northern School for Autism implements a teaching approach that builds on individual student¿s strengths and skills.  The educational programs accommodate the particular impairments associated with autism; teaching and learning programs centre upon developing students¿ interpersonal/personal skills, communication skills and executive functioning.  Emphasis is placed on promoting social skills, assisting students develop their imagination and play skills, as well as supporting students learn to manage and self-regulate their emotions and behaviour.  Programs are designed to accommodate individual student¿s needs and interests.    Teachers are trained in autism specific pedagogy (structured teaching) and work in accordance with the autism specific Northern School for Autism, Teaching and Learning Protocols.  Staff members deliver programs in a consistent, autism `friendly¿ manner across the whole school.  All students are encouraged and supported to become independent, life-long learners.  NSA is proud to implement a School-wide Positive Behaviour Support approach.

Individual Learning Plans and Student Support Group Meetings

NSA has developed an autism specific curriculum which incorporates AusVELS and (in the Later Years) an Applied Learning Program.  Each student¿s current level of performance is identified and programs are implemented to address their individual learning needs.  Termly Individual Learning Plans are developed for each student through discussion with parents/carers, teachers, education support staff and other professionals at Student Support Group (SSG) meetings.  Individual progress is formally recorded and reported upon at termly SSG meetings and in written reports to parents/carers.  Teachers use a variety of formal and informal measures to ensure students are meeting their individual educational goals.  Individual student progress, as well as student progress across the whole school is assessed formally via the on-line Abilities Based Learning Education Support (ABLES) program.

Prospective employees seeking a position at NSA must be prepared to commit to a school with high expectations of the workforce.  The work is demanding due to the complex needs of the learners.  Applicants must be willing to:

  • Work in multi-disciplinary teams,
  • Deliver programs within the school¿s instructional model,
  •  Be reflective practitioners and be able to receive and act on feedback,
  • Be physically fit and mentally alert,
  • Work at either campus and/or with all age groups/cohort of students.

Applicants without experience must be willing to take a high level of direction in order to develop the skills and knowledge required, as well as participate in comprehensive induction and PD programs.

Graduate Teacher Program (Graduate Teacher Program)

Job type:

Full time / From 15/07/2024

Job classification:

Graduate Teacher Program

Contact:

Pamela Mathieson | +61394625990

Graduate Teacher Program (Graduate Teacher Program)