Grad Recruit Program - English Teacher

Job type: Full time / From 15/07/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1421011
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 - 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 - 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-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 - 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 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:  ******
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:
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 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 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 Lyndale Secondary College is a large Years 7-12 single campus educational provider with a student population of 850. Serving our local community since 1961, we are extremely proud of our leading-edge educational practice, exceptional pathway management for all students, and our strength through cultural diversity. Over 40% of the school population was born outside Australia in 47 different countries, and 64 different languages at home, providing our students with a rich experience of cultural awareness and immersion. Lyndale SC offers a comprehensive curriculum across Years 7-12 including SEAL, VCE, VCE VM, VPC and VET programs. We also have an English Language Centre that is available to support the learning and transitioning needs of refugee and international students.
As part of our dedication to providing the very best outcomes for all students, we offer VCE, VET, and VCAL, as well as English as a Second Language, Integration, Numeracy, and Literacy support programs. The College also provides a Select Entry Learning Programs (SEAL and STEM) which allow gifted and talented students to explore their academic potential in a challenging and supportive environment. Our Performing Arts program is second to none and provides our students with opportunities to participate at the very highest level. Our student's voices are heard strongly through our student voice program and the many leadership opportunities. At Lyndale we listen to our students to strengthen our college; they are our greatest asset. The College has completed a comprehensive rebuild program which has seen new state-of-the-art facilities and learning spaces created ¿ including a STEM Centre, Technology/Arts Hub, Aviation and VR Centre, extensively resourced library, and our world-class Performing Arts Theatre. Our staff are dedicated to providing our students with the best-practice teaching and learning and are supported to be their best professionally and personally. Teachers collaborate to create engaging environments for students, including the use of team-teaching, cross-curricular approaches, community projects, and peer observation.
Lyndale has a long and proud history of students achieving professional success in a wide range of careers such as in medicine, law, commerce, business, emergency services, sciences, and the sporting field. For the duration of the 2019 - 2023 Strategic Plan, the College adjusted its focus on the Strategic Plan to take into account the impact of COVID 19 and as such has focused on the DET priorities of:
Learning: Strengthen teacher capacity to have measurable impact on student learning growth through data informed assessments irrespective of student(s) point of entry.
Wellbeing: Strengthen a positive climate for learning through the development and implementation of a Schoolwide Positive Behaviour Framework (SWPBS) across the college.
At the commencement of the new Strategic Plan, we as a community reviewed our College's Vision and Values and made the necessary adjustments so that they reflect the needs of our community.
Vision: At Lyndale Secondary College we are proud of our diverse community and inspire our learners of today to be their best in readiness for the world of tomorrow.
Values: At Lyndale Secondary College we celebrate diversity, excellence, and quality relationships.
We are committed to developing each and every young person by providing a pathway for every aspiration by offering our young people opportunities to explore their passions in an inclusive learning environment, underpinned by our values of respect, responsibility, and resilience. Our student-centred focus engages our learners through fostering a growth mindset, where collaboration is valued, and creativity is nurtured. We empower our young people to make meaningful contributions and instil a positive sense of purpose to succeed in an ever-changing and complex world. Our core values are:
RESPONSIBILITY We show strength of character and are accountable for our actions.
RESPECT We have pride in our school and promote the right to learn.
RESILIENCE We are relentless in the pursuit of success.
School motto: Strength, Pride, Success
Our Purpose: To build a culture of high expectations and growth in which students, staff, and parents work collectively to improve student learning outcomes through a shared understanding of evidence-based, curriculum, pedagogy, and assessment. Teachers collaboratively design learning experiences that is data-informed, and targeted to each student's point of need, and students are offered multiple opportunities to be active agents of their learning. We have a moral obligation to ensure that all students have equal access and opportunity to high-level learning. Education and learning should be done with students and not to students. When students are empowered as learners and leaders, actively contributing to both their own education and to the whole-school initiative, their self-efficacy and engagement is enhanced, and they experience significant growth in motivation, well-being, and achievement.

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