Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Graduate Teacher Program

Occupation: Classroom teacher

Location: Hume - Murrindindi

Reference: 1536563

Selection Criteria - Graduates

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Program Benefits - Graduates

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]

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.

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 workplace, 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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024,



they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

Our school

We are a secondary school of around 330 students and 60 staff. We pride ourselves on the `family¿ atmosphere of our college, where every student is known by name and has a strong sense of belonging.

Our students mix well between year levels; this friendliness is especially striking in our music program, school productions, ski program and at the start of each day in our Vertical Home Groups. We have a strong sporting culture, with individuals and teams regularly competing at State level.

Our college is large enough to offer an extensive curriculum, both academic and applied, that allows our senior students to confidently embark on the career pathway of their choice.

The College has a proud record of achievement; NAPLAN, VCE, Student Survey Results, Staff Survey and Parent Survey Results are, in almost every area, well above like schools and above state averages. This is due to our talented and hard-working staff, friendly and positive rural students, and supportive wider community.

¿Our facilities

The College is proud of its spacious and beautiful landscaped grounds. We have a stadium with an indoor basketball court, gymnasium and squash courts (that we share with our local community after hours), a college hall with excellent sound and lighting (that is used for college concerts and productions), two large ovals, tennis courts and ample recreational space for active and passive activity.

Our college classrooms are inviting, with excellent ICT functionality and well-resourced with specialised equipment.

Our people

Our staff have built a fantastic workplace culture here at the college, where we enjoy learning from each other as well as encouraging and supporting our staff to engage with the very best in professional learning beyond our school.

We have an excellent induction and mentorship program to support new staff, tailored to their needs and experience.

Our workplace is known for its friendly atmosphere, that extends beyond the school day with regular organised social activities.

Our community

Alexandra Secondary College stands on the Country of the Taungurung people, nestled between mountains and alongside the Goulburn River and Lake Eildon. It is an outstanding place to enjoy the great outdoors or enjoy the increasingly renowned hospitality industry.

We are committed to always being a school community where all members of our school community are welcomed, accepted, and treated equitably.

Our wider rural community is friendly and welcoming to new people and very supportive of our school.

Alexandra is located 140 kilometres northeast of Melbourne, with a population of nearly 3,000. Our college serves as the only secondary school for the nearby towns of Marysville, Eildon, Narbethong, Buxton, Taggerty, Thornton, Merton, Molesworth and surrounds. Over ninety percent of primary students feed into our school, which is unique and adds to the family atmosphere where students not only learn together but grow up together.

Alexandra Secondary College has a 3 bedroom school house. Successful applicants may have access to it if it¿s available.

Applications close Thursday 13 August 2026 at 11.59pm

Posted

31 July 2026

📌 Graduate Teacher Program (Murrindindi)
🏢 Government schools
📍 Murrindindi