2025 Start - Teacher Grad Recruit Program - Maths / Science Teacher (Years 7-9)

2025 Start - Teacher Grad Recruit Program - Maths/Science Teacher (Years 7-9)Job posted: 06/01/2025
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1461118
Location ProfileTruganina College places its learners at the centre of all that we do.
The college caters for the educational and personal needs of each learner by providing an environment that inspires learning, promotes positive relationships, security, a sense of belonging and a culture of respect and pride.
The College motto of Inspiring Excellence in Learning to Believe, Achieve and Succeed underpins all decisions that are made.
The College operates using an F-9 Sub school model.
The role will see the successful applicant drive, in an unrelenting manner, achievement of the goals and targets in the College Strategic Plan with outstanding student achievement through the use of evidence-based, high impact teaching strategies.
Officially opened in 2015, Truganina College is located within the City of Wyndham on the corner of Clearwood and Brigalow Drives, Truganina, MEL 203 B3.
The area is believed to be named after Truganini, a full-blooded Aboriginal Tasmanian woman who spent a short time in the area.
The College is organised around the primary and middle years stages of schooling.
The school has a strong focus on effective transition from Early Learning Centres and to Senior Secondary education.
The College has a culture of high expectations and a clear focus on visible learning with strong learning growth for every student.
The key components of the teaching curriculum at Truganina College are the effective teaching of literacy and numeracy, using evidence-informed, high impact strategies.
The College provides high quality learning experiences ensuring breadth and depth in all curriculum areas.
Staff work together to share responsibility for and cater to the individual learning needs of all students.
The design of learning environments reflects the specific requirements of all disciplines and supports a diverse range of active, student-centred approaches that are based around the idea of 'learning to learn', emphasising such cross-disciplinary skills as critical thinking, problem solving, communication and teamwork whilst using information technology to support the learning.
The College culture is one of shared practice, distributed leadership and the development of differentiated learning that are age, stage and ability appropriate.
The learning environment is developing to allow students to make decisions about their learning.
Effective learning environments create these opportunities by making learners responsible for their choices and empowering them with the spaces and options that can make those choices work.
Student input into decision making is developing.
Truganina College engages in partnerships which support the learning and wellbeing needs of students at different developmental stages and the needs of families.
Partnerships involve maternal health centres, kindergartens, local schools, and tertiary providers.
The college is building strong links with the community.
The learning process is a joint effort between the college and the families.
The language of learning is used in all interactions with the community.
People with a strong passion for, and interest in further developing a new school and an understanding of the commitment required are encouraged to apply.
The staff work closely with the Principal and the wider school community to establish the vision and strategic direction of the school.
Selection Criteria - GraduatesSC1 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 - GraduatesRole - GraduatesThe 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-curricular activities.
Responsibilities - GraduatesCore responsibilities include:
Planning and implementing a range of teaching programs or courses of studyTeaching an area of the curriculum or a general curriculum to a year levelMonitoring, evaluating and reporting student progress in key learning areasImplementing strategies to achieve targets related to student learning outcomesMaintaining records of class attendance and recording student progressImplementing effective student management consistent with the school charter.Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolioAdditional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programsContributing to a range of co-curricular programsWho May Apply - GraduatesTo 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, andnot be employed as a teacher by the department at the time the advertised position is to commenceApplicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentApplicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe StandardsVictorian 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:
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:
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 schoolThe successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancyThe successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commenceTo 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.

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