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

Montmorency Primary School is a thriving school set near the heart of Montmorency Shopping Village. We have a long tradition of educational excellence in teaching and learning. Our aim is ¿To provide a safe, supportive and positive environment embodying quality learning opportunities in order to maximise academic, social and community potential.¿ We provide a child-centred curriculum that ensures our students develop individual, independent, collaborative and cooperative learning. Our core values are "Learning, Friendship, Safety and Respect". These underpin our goal of ¿Preparation for Life¿.

Our state of the art, modern facilities have been designed to allow flexibility in all teaching and learning programs, facilitating collaboration between teachers and students. Operable walls allow the classrooms to open to a central area for co-operative work, which allows for quality interchange between staff and children.

A highly sought-after school, Montmorency Primary has an enrolment of 420 students in 2024. MPS continues to grow in popularity which is reflected in enrolments numbers. MPS employs one Principal, one Assistant Principal, 18 Generalist Teachers, 5 Specialist Teachers and 8 Education Support Staff members. MPS has earned a reputation for connectedness, caring for others, developing individuals and linking learning to hands-on, engaging experiences. Students are inspired to be curious, resilient and persistent.

In 2024 we have 18 grades and have maintained our commitment to small class sizes and excellent adult to student ratios. Teachers are experienced and enthusiastic and are supported by the Montmorency community. Students receive individual learning plans that reflect high-expectations and quality-driven practice from our teachers. MPS has a reputation for high standards in literacy and numeracy, with student achievement data continuing to compare favourably against state and like school group benchmarks. The school has specialist programs in Visual Arts, Performing Arts and Physical Education and offers Japanese lessons in junior years. Our well-established Stephanie Alexander Kitchen Garden Program (SAKG) complements our hands-on learning approach. We provide Kitchen and Garden classes across the school. STEM activities (Science, Technology, Engineering and Maths) relating to the Victorian curriculum promotes real-life, active learning experiences.

Student voice is important to us. We have School Captains, Sports Captains, Environment Captains and ICT Captains as well as Junior School Councillors. Captains and students elected to JSC run assemblies and bring class issues to the fore. Our Grade 5/6 children attend Leadership training in order to promote the concept of everyone as a learner and leader. Students set personal learning goals each semester promoting independence and self-directed learning. Our ¿buddy¿ program ensures that strong relationships between students of all ages are forged at the start of each year.

Our school grounds are open and inviting, highlighting the natural beauty of our local environment with plenty of varied play spaces. The indigenous nature corridor created by our students with the support of Banyule Council continues to flourish along our Alban Street border, facilitating an understanding of the land and sustainability. We welcome community use of our facilities and remain open to forging links with local government and environmental groups in order to expand our welcoming, inclusive and educational environment.

---