Teacher Grad Recruit 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

Social, Community and Demographics

*Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.

*One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.

*Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School

*2021 enrolment of 210.Enrolment growth is anticipated over the next few years. SFO is

*Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.

*The school population displays a huge range of abilities and aspirations.The College aims to provide a broad and excellent education that meets a wide range of needs and abilities, and retain all students to Year 12.

Educational

*Strong school improvement agenda with an emphasis on quality teaching and learning practices

*Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated programs and team teaching are used to cater for the needs of all students.

*Low staff-student ratios and excellent relationships between staff and students.

*High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community.Strength areas include: student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.

*School size and a diverse student population mean that providing students with a diverse range of learning experiences from our resource base is a major challenge.This is particularly the case in the senior years where there have been changing demands in recent years.VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.

*An excellent MIPs program has ensured that students receive appropriate mentoring and support whilst they are at school and after they leave.

*Student Engagement and Well-being is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, School Nurse and School Chaplain.Survey data indicates that this area is a strength of the school.

*Flexibility is emphasised, both in terms of timetable structure and teaching approach.

*A program of note is "Advance", which is run by a teacher in partnership with local police or CFA.

*Rural and Environmental Education is an excellent program for rural young people, using the input of members of the local farming community for support.

*Staff - The school has a good balance of staff in terms of age and background.Due to school size, almost every staff member has additional responsibilities.

Community and Networks

*Parent and community involvement remains strong and parent bodies work harmoniously with staff.

*Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school¿s ability to provide a diverse curriculum.

*External support agencies (particularly welfare agencies) are used regularly.

*Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.

ICT

*Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning.

*Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students.

*Student to computer ratio 1:1

*ICT access for teaching and learning in all classrooms.

*Strong ICT skills on the part of most teachers means that the school is well placed to make use of technology to improve teaching and learning.

Beaufort Education Regeneration Project

*K-12 education in Beaufort is located on the Beaufort Secondary College site

*The Beaufort Early Learning Centre was officially opened in 2012

*The new Beaufort Primary School building was completed in Term 1 of 2014

*Reconstruction of Beaufort Secondary College was completed in Term 1, 2019

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