Graduate Teacher Program 2025

Job Description Location: Western Region | Melton
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1452670
Location Profile SCHOOL PROFILE Wedge Park Primary School is situated in West Melton and has a current student population of 880 students. We pride ourselves on being a well-organised and well-managed school that is strategic in its thinking, planning and implementation of curriculum, assessment and instruction.
Literacy and Numeracy are the pillars of the Curriculum program, underpinned by evidenced based instruction, informed by current research. As a school we are focused on developing and implementing a knowledge-rich curriculum.
2025 Staffing Supports In 2025 we are increasing the support currently offered to staff to ensure a positive and productive work environment for all staff. These supports include:
5 hours of time release 6 fulltime school based coaches Ongoing professional development through StepLab coaching cycles Additional curriculum days to focus on professional development and management of workload External consultant to build school capacity to manage student behaviour through School Wide Positive Behaviour approaches and practices Our students participate in the following specialist curriculum areas:
Physical Education Art Music Literature Science Digital Technology Japanese The school has a straight grade structure comprising of the following workforce composition: 4 Principal Class, 6 Teaching and Learning Coaches (Leading Teachers), 8 Learning Specialists (YLC) 38 Classrooms, 10 Specialist Teachers, 2 Tutors, 24 Teacher Support Staff, 4 IT/Facilities Staff and 10 Wellbeing/Administration Staff. As a school we remain committed to ensuring class sizes remain manageable and within DoE guidelines.
The school has developed our Professional Learning Community and has recently refined and redeveloped our approach to the implementation of inquiry cycles. Staff are further developing in the use of evidence and data to inform planning for student learning. Teachers have raised expectations of student learning and continue to target the students who require additional learning support and extension.
The school implements a School Wide Positive Behaviour Support Framework (PBS) as a means to improve consistency of instruction and our management of student behaviour. Our approach incorporates a whole school acknowledgement system. Our Social and Emotional Learning (SEL) program is supported by the Resilience, Rights and Respectful Relationships curriculum, Zone of Regulation and our school values.
Staff Supports: As a Professional Learning Community we are focused on building the capacity of our staff in a positive and supportive environment. All of our teachers have access to in class coaching for literacy, numeracy and student wellbeing. In addition to this, teams are also supported through the planning process with instructional leaders attending weekly planning meetings, engaging in lesson planning, problem solving and providing teams with targeted professional learning as requested.
Our vision for Wedge Park Primary School is: Every student matters and every moment counts.
We aim to: Ensure high quality teaching through professional learning, feedback, teamwork, collegiate support and communication. Respect and develop the unique and individual strengths, talents and needs of every student through fostering a positive growth mindset. Develop every students Literacy, Numeracy and social emotional skills to enable students to be successful in a changing world. Create a positive environment where everyone is encouraged to grow academically, socially, emotionally, physically and creatively to their full potential whilst demonstrating the core values of the school: Responsible, Respectful, Learners. Welcome community involvement through an open, supportive and consultative environment where contributions are valued. 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 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.
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.
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.
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
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.
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