Graduate Teacher - Maths

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 - 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.
Conditions of EmploymentAll 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.
Location ProfileBelmont High School is a large single campus co-educational secondary school south of the Barwon River in the regional city of Geelong with enrolments of 1225.2 students in 2023. We share boundaries with Roslyn Primary School and the Barwon Valley School (a specialist setting) and have had increasing cooperation and sharing with both in recent years. Camp programs operate at the school owned Tanybryn Campsite in the beautiful Otway Ranges. We have onsite access to BioLAB (the Victorian BioScience Education Centre) that specializes in human performance and sport.
A vertical House (pastoral care) system operates for all year levels and is pivotal in delivering management, leadership and wellbeing for students and teachers. The Year 9 Strive Program also supports pastoral care for students with the provision of a significant teacher, and community and pathways based curriculum, as well as a camping program. We are an RTO to support the delivery of VET programs at the school for our own and other school students and offer students VCE and VCE Vocational Major programs.
Significant leadership opportunities for students at both junior and senior levels of the school exist and an extensive co-curricular program supported by teachers exists to value add to students' experiences. This includes many opportunities for overseas travel increasingly with a community focus, including World Challenge. The school has also consistently been the top school in the Geelong region in inter school carnivals and team sport and has a very large and successful music and performance program.
The student population has become more culturally diverse over the past five years. The international student program adds to the cultural mix with students beginning their study in Australia with a school based EAL program in our English Language Centre prior to studying at appropriate year levels with mainstream students.
We have experienced continued growth in enrolments as a result of interest in our programs, and pathways at the senior end of the school as well as our growing international fee paying program.
The school is accredited to offer a Select Entry Accelerated Learning Program, which has now operated for a number of years, and the school operates a student support centre for funded and unfunded students who require additional literacy and numeracy support. The Middle Years program caters for students in Years 7 and 8 and provides an innovative and engaging curriculum and pedagogy with a literacy and numeracy focus and individual learning plans for students. We offer two languages (Italian and Indonesian) both of which are growing in enrolment and both of which have sister school partnerships that see reciprocal visits.
A small but active parent association conduct monthly meetings that see guest speakers from program areas in the school give regular presentations, and our School Council regularly sees the need for an election. To support our students we employ a Mental Health Practitioner as part of our Student Wellbeing Team.
The Leadership consists of the Principal and 3 Assistant Principals with discrete portfolios and 16 Educational Leaders – 8 House Leaders, 5 Leaders of Learning and 3 learning specialists. All Educational Leaders have a shared responsibility for addressing the goals of the AIP and SSP.
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