Graduate Teacher Program

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 ).

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:

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

Jacana School for Autism currently caters for 224 students and is located off the Western Ring Road close to public transport, Broadmeadows Shopping Centre, Broadmeadows Leisure Centre and the Hume Global Learning Centre/Library. The school commenced operation in January 2013 as a specialist school that exclusively addresses the educational and social needs of students with an autism spectrum disorder. Many students also present with a range of associated disabilities and conditions. Students are aged between 5 and 18 years and travel to the school from a wide geographical area.

The site has a range of well-maintained, secure and engaging playgrounds. Students also access local parks, playgrounds and indoor play centres under staff supervision. Facilities include a multipurpose room, occupational therapy rooms, visual arts room, music room and two student kitchens.

The school is divided into 3 sub schools ¿ Primary, Middle and Secondary ¿ each is led and managed by a Leading Teacher. Classes generally comprise of small flexible groups of 8 to 14 students, according to age (stages of schooling), ability and the individual needs of the students. Each class is taught by combination of teachers and teacher aides. Teachers and teacher aides work in partnership for the benefit of the students. Teachers are responsible for the development, delivery and evaluation of all classroom activities and individual student programs while maintaining an autism friendly classroom.

The school employs two Teaching and Learning Coaches who support the effective implementation of ASD practice and Positive Behaviour Support across the school. Specialist programs include Health & Physical Education; The Arts (Visual and Music); The Technologies (Food Technology and Design), and are provided across the school. A therapy team of speech pathologists, occupational therapists and an educational psychologist supports the work of the classroom team. Jacana School for Autism currently has principal class, EFT leading teachers, 41 EFT teacher class staff, 50 EFT education support staff, 4 EFT speech pathologists, EFT occupational therapists and social worker.

Jacana School for Autism has an administration team of which supports the day ¿ to - day running of the school, and a maintenance staff member who ensures that the grounds and buildings are well maintained.

Staff are encouraged to belong to professional network groups. Close relationships have been developed between network schools and nearby mainstream schools into which our students are integrated.

ENROLMENT

Students who attend Jacana School for Autism must meet the Program for Students with Disabilities (PSD) eligibility criteria for autism, as determined by the Department of Education and Early Childhood. Once eligibility has been established and the Department has approved students¿ applications for PSD funding, enrolment may proceed.

The effects of autism vary on each individual student's day-to-day learning, communication and behaviour. The impairment may range from mild to severe. Students may or may not have an intellectual disability which also impacts on their learni

SCHOOL VISION

Jacana School for Autism fosters resilience and lifelong learning, enabling students to be active participants in family and community life.

PURPOSE

The school continually implements highly customised teaching and learning programs to ensure all students access an inclusive curriculum using evidence informed practice in a safe and supportive environment. Students are supported by a committed professional multi-disciplinary team, focused on recognising and developing individual personal and educational potential

PEDAGOGICAL PHILOSOPHY

Jacana School for Autism believes that to succeed in the world, students need to develop the capacity to:

Manage themselves as individuals and in their relations to others. Understand the world in which they live, and act effectively in their wider community

Jacana School for Autism provides:

A curriculum that supports the individual needs of students, using specific teaching strategies that cater to students on the Autism Spectrum. Personalised Learning Plans to cater for specific learning needs and styles, focusing on communication, social /interpersonal skills, personal learning and academic skills. A safe and secure environment that enhances students¿ self-esteem and respects students¿ dignity. School wide implementation of the Positive Behaviour Support program. Regular participation in the wider community.

Jacana School for Autism includes:

Individual and small group instruction. Speech therapy consultation. Occupational therapy consultation. Psychology consultation. Ongoing professional development for staff. Programs that are informed by current research and evidence based practice.

CURRICULUM

The JSA curriculum:

Reflects current educational reform at an international, national and state level, and is informed by the principles and practices of inclusive education. Supports inclusive education and the rights of every student to participate in, or have access to, the full range of programs and services offered by the education system on the same basis as their non-disabled peers. Provides an inclusive curriculum so teachers can equip all students with the knowledge, skills and behaviours to help them succeed in a world that is increasingly complex, rapidly changing and rich in information and communications technology.
JSA uses a range of standard curriculum options to develop and provide education programs that are meaningful for all students including: Victorian Curriculum F-10 Advance program Senior secondary programs Victorian Certificate of Applied Learning (VCAL), Certificate of Individual Achievement and Vocational Education and Training (VET) in Schools.

Teachers are trained in autism specific pedagogy and work in accordance with the school based ASD specific PoLT document. Both the curriculum and teacher practice are informed by current research and are evidence based.
STUDENT PROGRESS
To assess student progress, JSA uses an integrated approach to assessment across a number of learning areas. In assessing students, teachers will: Collect a variety of evidence through using a range of strategies. Consider alternative or authentic ways in which students can demonstrate achievement based on the goals developed in their PLSP.
The Abilities Based Learning and Education Support (ABLES) program is completed for all students during Semester 1 and Semester 2 of each year. ABLES is used to describe skills and abilities that teachers have observed in everyday school and classroom contexts, and during interactions with other students; moderation is completed to support the accuracy of the assessments.
Termly Student Support Group (SSG) meetings provide an important focus for reporting to parents. Each semester, student reports share student learning progress with parents, identify the areas of strength, and outline areas for improvement in future learning.
PROFESSIONAL LEARNING
Jacana School for Autism provides comprehensive induction and on-going professional learning programs for all members of staff. All teachers participate in a comprehensive program of professional learning and a suite of implementation supports. They attend weekly Professional Learning Communities and Professional Practice sessions. PLC instructional leaders lead teams to collaboratively focus on the core work of improving instruction and student outcomes.
COMMUNITY ENGAGEMENT
Jacana School for Autism offers regular Community Learning Hub (CLH) meetings. At these meetings the community are provided with opportunities to attend presentations by members of staff as well as informally socialise. Parents/carers are encouraged to join the volunteer program as well as to participate in the parent/carer led Fundraising Committee (FRC). The home/school partnership is highly valued by everyone in the JSA community.

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