Graduate Teacher Program 2025 - Year 3

Classification: Graduate Teacher Program
Job duration: From 28/01/2025
Contact: Brian Slatter | 03 9743 7595
Reference: 1460364
Occupation: Education and Training
Salary Range: Salary not specified
Location ProfileSCHOOL 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 evidence-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 release6 full-time school-based coachesOngoing professional development through StepLab coaching cyclesAdditional curriculum days to focus on professional development and management of workloadExternal consultant to build school capacity to manage student behaviour through School Wide Positive Behaviour approaches and practicesWe currently have staff working through the DoEs Permission to Teach program and have supported many staff through this process and into graduate positions with the school. The support we are able to provide makes the difference in the success of our staff and students. Our students participate in the following specialist curriculum areas:
Physical EducationArtMusicLiteratureScienceDigital TechnologyJapaneseThe 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.
As a leadership team, we are focused on building expert educational practitioners for today and the school leaders of tomorrow.
Our vision for Wedge Park Primary School is: 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 student's 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.If you have any questions or are interested in joining our team, please do not hesitate to contact 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.
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-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.
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.
To apply for this role, you will be redirected to the Schools (Government) job application system.

#J-18808-Ljbffr