Teacher Grad Recruit Program

Job Description Location: Geelong
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1449489
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.
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 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.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
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.
Information on the department values is available at:
Other Information 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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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.
This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

Location Profile Wallington is a small school situated in a rural setting.
It is approximately 6 km from Ocean Grove to our south and 7 km from Leopold to our west.
The school provides a focal point for the local community and we enjoy a wide range of community participation at the school.
There has been a school on the site since 1868 so we have a long tradition of community involvement.
The community of Wallington is largely made up of `small acreage allotments¿, designed for a low density population.
This factor creates a fairly stable enrolment for the school.
However, the size, rural aspect, magnificent environment and positive reputation of the school have attracted many students from a wider area.
Many pass by other government schools to attend Wallington P.S.
The school comprises of a modern main administration area and classrooms.
The addition of a new Multi- Purpose Room, Arts Centre and kitchen facility has provided the school with a space that is open and flexible and can be used by classes for a wide range of learning activities.
The flexibility is enhanced with the building allowing for the combining of the indoor and outdoor learning areas.
The playground is spacious and provides our students with sufficient area to stimulate their imaginations in a safe environment.
Incorporated in the playground is a passive area where children who want a quiet area to play can go.
The school also has a large oval that is used for sporting events such as cross country, Friday sport, and a range of other activities.


The strengths of the school are many and include such things as the size of the school population, the ability of the staff to work as a team and to support each other through their planning, commitment and willingness to embrace new ideas and methods, the family atmosphere that exists in the school and the development of innovative programs which challenge and engage students in their learning.
A major focus of the program is the delivery of a differentiated curriculum to ensure that all students are catered for and supported in their learning at Wallington Primary School

The smaller student population allows us to provide many activities that involve the whole school.
Theme days, Special Events such as the Children¿s Fair, Science Days etc highlight the inclusive culture of the school.
These days provide the students with the opportunity to work in multi age groupings and to interact with other teachers.

Priorities of the school are:
High expectations of all students Strong literacy and numeracy skills Support for student's learning Healthy eating habits Focus on the environment Leadership development Incorporation of Information and Communication Technology in the everyday program.
Extra curricula activities such as instrumental music, debating and camping program, just to name a few.
The school is a place where the values are:
Respect Resilience Responsibility The values support us in our belief that all students can learn and that we must always strive for continuous improvement in everything that we do.
If we can achieve this then we will have students who enjoying learning, being positively involved in their school, are becoming independent, lifelong learners, effective members of the school and wider community.

Wallington Primary School is the `Home of the Strawberry Fair¿.
This well-known fundraising event provides the school with additional funds to put towards vital programs in the school such as ICT equipment, specialist programs, and other equipment for the school.

Wallington Primary School is a vibrant and proactive school that caters for the social, emotional and academic needs of the students.
The staff, at the school, are passionate about their students and work with the parents and the student to provide a positive learning environment.

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