Graduate Teacher - Melbourne, United States - Schools (Government)

Description

Role

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

Core responsibilities include:

Additional responsibilities may include but are not limited to:

Who May Apply

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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 DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at

Other Information

School-Based Incentive

The school is offering Retention Incentive of $1000 bonus at the start of each term, for 2023 apart from Graduate Program incentive.

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:

Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

Program Benefits

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

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

Truganina College places its learners at the centre of all that we do. The college caters for the educational and personal needs of each learner by providing an environment that inspires learning, promotes positive relationships, security, a sense of belonging and a culture of respect and pride. The College motto of; Inspiring Excellence in Learning to Believe, Achieve and Succeed underpins all decisions that are made.

The College operates using an F-9 Sub school model. The role will see the successful applicant drive, in an unrelenting manner, achievement of the goals and targets in the College Strategic Plan with outstanding student achievement through the use of evidence based, high impact teaching strategies.

Officially opened in 2015 Truganina College is located within the City of Wyndham on the corner of Clearwood and Brigalow Drives, Truganina, MEL 203 B3. The area is believed to be named after , a full-blooded woman who spent a short time in the area.

The College is organised around the primary and middle years stages of schooling. The school has a strong focus on effective transition from Early Learning Centres and to Senior Secondary education.

The College has a culture of high expectations and a clear focus on visible learning with strong learning growth for every student.

The key components of the teaching curriculum at Truganina College are the effective teaching of literacy and numeracy, using evidence informed, high impact strategies. The College provides high quality learning experiences ensuring breadth and depth in all curriculum areas. Staff work together to share responsibility for and cater to the individual learning needs of all students.

The design of learning environments reflects the specific requirements of all disciplines and supports a diverse range of active, student centred approaches that are based around the idea of 'learning to learn', emphasising such cross-disciplinary skills as critical thinking, problem solving, communication and team work whilst using information technology to support the learning.

The College culture is one of shared practice, distributed leadership and the development of differentiated learning that are age, stage and ability appropriate.

The learning environment is developing to allow students to make decisions about their learning. Effective learning environments create these opportunities by making learners responsible for their choices and empowering them with the spaces and options that can make those choices work. Student input into decision making is developing.

Truganina College engages in partnerships which support the learning and wellbeing needs of students at different developmental stages and the needs of families. Partnerships involve maternal health centres, kindergartens, local schools, and tertiary providers. The college is building strong links with the community. The learning process is a joint effort between the college and the families. The language of learning is used in all interactions with the community.

People with a strong passion for, and interest in further developing a new school and an understanding of the commitment required are encouraged to apply. The staff work closely with the Principal and the wider school community to establish the vision and strategic direction of the school.