Graduate Teacher Program

Job DescriptionLocation: North West Region | Bendigo

Job type: Full time / From 28/01/2025


Organisation: Schools (Government)

Salary: Salary not specified


Occupation: Education and Training

Reference: 1437259


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 - 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 - 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 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 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 (see Workplace adjustment guidelines).
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:
pal/child-safe-standards/policy
DE ValuesThe 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:
pal/values-department-vps-school-employees/overview
Other InformationAll 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.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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 commenceDetailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITETo 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 ProfileEpsom Primary School is located on the outskirts of Bendigo in a rapidly growing community.
The school is situated in the heart of Epsom and is walking distance to the local shopping facilities and train station.
The school grounds connect directly with the local Bendigo Bike Track and runs adjacent to the Bendigo Creek.
The school¿s infrastructure was rebuilt in 2018 and provides a range of outdoor areas including natural play space.
In 2025, the school will be operating with 19 classrooms and an enrolment of approximately 460 students.
We are a culturally diverse and inclusive school community.
At Epsom, we have proud academic tradition and maximise every learning opportunity to shape our students' future through high quality, values-enriched teaching, and learning.
We aim to nurture our students so that they become resilient, compassionate, adaptable and well-informed members of their community through the school¿s STAR Values of `Strive for Excellence, Take Pride, Act Responsibly and Respect our Community.
Every person involved in Epsom Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
Parents and teachers are genuine partners in the learning process, ensuring students value and pursue knowledge and strive to achieve their best.
Students are also encouraged to be considerate and supportive of others.
The school attracts and retains an experienced, caring, and innovative staff.
Our teachers work to provide a range of high-quality learning opportunities to stimulate and challenge the individual needs and talents of their students.
Climate is an integral priority of all staff, and we pride ourselves on the collaborative partnerships, team spirit and inclusive, vibrant culture that is apparent as soon as you walk through the door.
Our teachers work in professional learning teams to cooperatively plan, implement, and assess a robust learning program that is aligned and assessed biannually against the Victorian Curriculum.
Teachers evaluate, prioritise, plan, implement and monitor student learning and teacher practice through structured, rigorous, and regular Professional Learning Communities.
Our aim is to develop students who are confident, self-motivated and demonstrate exemplary skills in literacy and numeracy.
We work to enhance teacher expertise that is underpinned by evidenced based principles of instruction, pedagogy, and our instructional model.
The science of language and reading informs our learning and curriculum design for our literacy programs across the school.
The `big ideas in number¿ provides a strong foundation in numeracy for all students and has been influenced of late, through professional development with Michael Ymer and George Booker¿s theory of practice.
The learning program is supported through the Tutoring Learning Initiative and Reading Intervention, to help ensure that all students¿ individual learning needs are met.
Dedicated coaching from Leading Teachers will be in operation throughout the school in 2025 to continue to boost and support academic performance.
Our specialist programs support classroom learning and the development of individual capabilities, these include PE, AUSLAN, Performing Arts and Visual Art as well as a variety of `Clubs¿ that nurture individual talent and interest.
Student voice is a pivotal part of whole school management, and we are proud of our student leadership program that includes School Captains, House Captains, Junior School Councillors and Young Aboriginal Leaders.


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