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:

Other Information

 New school opening 2025, time fraction negotiable, Generalist & Specialist teachers required

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

Wollert Central Primary School (Interim Name) is set to open its doors at the beginning of Term 1 in 2025, catering to the educational needs of the growing local population in the City of Whittlesea, located in the outer northern suburbs of Melbourne. Situated at 110 Saltlake Boulevard, Wollert, VIC 3750.
We encourage all prospective applicants to join our online Recruitment Information Session on Wednesday 21st August at 6pm. Register using this link-

Who Should Attend:
- Educators passionate about child-centred learning and innovative approaches to teaching.
- Professionals committed to fostering inclusive and respectful learning environments.
- Individuals excited about contributing to a new school's growth and success.

Why Join Our School:
- Be a part of a pioneering team dedicated to excellence in education.
- Engage in continuous professional development and collaborative teaching and learning.
- Work in a supportive and dynamic environment that values your expertise and creativity.
- Flexible time-fractions are negotiable for the right candidates.

Our core values of respect, curiosity, and collaboration are integral to our culture of excellence, inclusivity and innovation. At Wollert Central Primary School (Interim Name), we strive to uphold the highest standards in education, fostering a culture of creativity and forward-thinking. We are dedicated to preparing our students not just for academic success but also as well-rounded individuals who are ready to make meaningful contributions to society.
What this means for our staff:

Inclusivity
- Creating an environment where every staff member feels valued, respected, safe and supported.
- Embracing diverse backgrounds, experiences, and perspectives, recognising that diversity enriches our school community and contributes to our collective strength.
- Treating staff with respect and equity, ensuring each individual has a voice.
- Providing opportunities for professional growth and development, promoting a culture of collaboration, and supporting work-life balance.

Excellence
- Striving for the highest standards in teaching, learning, and professional practice.
- Encouraging continuous improvement and the pursuit of professional development opportunities.
- Collaborating to achieve the best outcomes for our students.
- Recognising staff as valued professionals, acknowledging their dedication and hard work.
- Providing ongoing support, resources, and professional development.
- Celebrating achievements and creating an environment where staff can thrive, fostering pride in their contributions to our school community.

Innovation
- Fostering a culture of creativity and forward-thinking providing freedom and support to innovate.
- Encouraging staff to explore new ideas and experiment with innovative teaching methods aligned to our philosophy.
- Continuously seeking ways to enhance the learning experience for our students.
- Investing in professional development and access to the latest educational technologies and resources, ensuring staff have the tools needed to lead in an ever-evolving educational landscape.

Our educational philosophy is based on the belief that learning thrives in social, collaborative environments where students and teachers engage in meaningful dialogue and experiences. This strategy enhances academic skills and nurtures interpersonal relationships and social awareness.
Our pedagogical approach combines engaging problem-based, investigative, cooperative, and social learning experiences with explicit teaching to equip students with essential skills and knowledge. Our curriculum is enriched with opportunities for students to develop agency, critical thinking and social skills, and it leverages a variety of technology to enhance educational outcomes.
We place emphasis on building strong foundations in literacy and numeracy through a variety of teaching and learning experiences. This ensures that all students develop essential skills that serve as the basis for all other learning, enhancing their ability to think critically and solve problems effectively.
As we prepare to open this state-of-the-art educational facility, we are looking to recruit highly skilled education practitioners to join our dynamic and innovative teaching staff and leadership team.

As the school grows, you¿ll play an integral role in supporting the development of colleagues by demonstrating a wide range of teaching strategies, implementing our school priorities, leading change, and evaluating and enhancing student learning. Your deep knowledge and expertise in high-quality teaching and pedagogy will inspire and drive educational excellence throughout our school.
This is an exceptional opportunity to play a key role in the educational development of one of Melbourne¿s rapidly growing communities, ensuring a high standard of education and nurturing a vibrant school culture from its very inception.
Time fraction is negotiable for the successful candidate.

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