Graduate Teacher Program

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 - GraduatesThis 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-curricular activities.
Responsibilities - GraduatesCore 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 commence.Applicants 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 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.
Location ProfileNewmerella PS was founded in 1889.
It is located 40km east of Lakes Entrance and 5km east of Orbost.
Our school will have an enrolment of around 40 students.
Staffing at the school includes 3.6 EFT classroom teachers; 1.8 EFT Education Support Staff (1 fulltime and 2, two days per week): a School Chaplain and Business Manager who are in part time roles.
The school buildings include an indoor multi-purpose hall, arts, bicycle, garden and sports equipment storage sheds, one main building of 4 classrooms adjoined by a shared open learning space, a separate building with adjoining kitchen classroom and STEAM/staff professional development and meeting room, office administration and staffroom.
The grounds include three separate adventure playgrounds with installation of synthetic grass soft fall, basketball and volleyball courts with synthetic grass and an oval, vegetable garden, orchard and guinea pig and chicken coops.
Students who attend the school live in Newmerella, Orbost or commute on school buses from the Lochend, Bete Bolong, Simpson's Creek and Corringle surrounding areas.
Newmerella PS has strong links with local schools through the Snowy River Education Community (SREC) where there is a Community Practice approach in developing and delivering programs that support student transition, promote school wide positive behaviours and enhance teaching and learning practice.
The school has recently been engaged in the Department of Education and Training Differentiated School Support Improvement Strategy (DSSI).
The key focus of this work has been on the implementation of the 6+1 Traits to improve student outcomes in writing.
Teachers at the school have also over the last 3 years been engaged in collaborative teacher development through participation in the Outer Gippsland Area's Literacy Improvement Strategy.
This work has seen strengthened literacy teaching across the school.
To enhance student mental health and wellbeing, the school has developed a comprehensive social and emotional learning program that incorporates key elements of Respectful Relationships, The Resilience Project, Storm Birds and Secret Agent programs.
The school has also over the last 2 years, incorporated into its programming the Stephanie Alexander Kitchen Garden initiative.
This is a classroom-based kitchen program implemented by teachers and community health workers that focuses on supporting student engagement, learning and wellbeing.
To strengthen the work with students identified as at risk, teachers have been skilled in trauma informed practice and counselling services are provided by the school's chaplain and Area student support service staff.
Additional programs the school conducts to support and engage students in their learning includes the Tutor Learning Initiative, Science, Technology Engineering and Art Design and Maths, STEAM and a school breakfast program.
The school also has a breakfast program and conducts a comprehensive camps, excursions and outdoor education program that incorporates bicycle education, surfing and stand-up paddle boarding and a performing arts and instrumental program.
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