**** ONGOING Graduate Teacher Program - SoL School
Government schools – Melbourne Northern Suburbs VIC
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 cooperative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5
Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.
SC6
Demonstrated knowledge of the Science of Learning and MTSS to effectively support the learning, engagement and wellbeing of students through high-quality curriculum planning and explicit pedagogy.
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
Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.
SC6
Demonstrated knowledge of the Science of Learning and MTSS to effectively support the learning, engagement and wellbeing of students through high-quality curriculum planning and explicit pedagogy.
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 skilled 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‐curricula 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 (seeWorkplace 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*******@
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 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
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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website 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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website athttp:///hrweb/Pages/default.aspx
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 ****, 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 **** 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 atRecruitment in Schools.
Location Profile
Join a team that teaches the way the evidence says we should.
Are you a passionate educator committed to evidence-based practice, inclusion, and creating a positive, predictable learning environment? Keelonith Primary School invites dedicated and reflective classroom teachers to join our growing team.
Keelonith PS is located in Greenvale with a current enrolment of 365 students. Our team consists of 3 Principal class, 2 Learning Specialists, 1 Leading Teacher 16 mentor classes and 5 specialist subjects across the school with support from our Education Support teams. We opened in **** as a Supported Inclusion School and have embedded the principles of the Science of Learning, guided by Rosenshine, and school wide operational expectations resulting in a calm and consistent learning workplace.
We are a mainstream primary school who welcomes all neighbourhood children to enrol and operates with an inclusive mindset to reduce barriers and provide access to learning. We are proud to foster a strong, inclusive school culture grounded in respect and explicitly teach the CHEER school values of Compassion, Honesty, Equity, Encouragement and Respect. KPS strives for high academic achievement for all students and supports our teachers with developing learning sequences using the support of high-quality external materials such. We are critical consumers of the resources we engage with and tailor their use to the needs of our students.
We are proud to have partnered with LaTrobe University and the Momentum Project in **** and have a close association with the University of Melbourne¿s Master of Learning Intervention program. You can view our current Literacy LS learning journey and get a sneak peek into the operations of our school here.
You'll be supported by a leadership team that is visible and invested in your growth, in a community that embraces innovation, continuous improvement and a genuine commitment to every learner.
We are seeking teachers who are enthusiastic about contributing to a school community that embraces innovation, continuous improvement, and a deep commitment to every learner¿s success.
We are looking for teachers who:
Are committed to
inclusive education
and value every child¿s right to access, participate, and grow
Establish and maintain
predictable routines, processes and structures
that promote safe, purposeful classrooms in line with the consistence practices of the school
Have an awareness of a
Multi‐Tiered System of Support (MTSS)
to cater to diverse student needs
Demonstrate teaching practice informed by the
Science of Learning
Can foster a
positive school culture
, underpinned by relational practices and student voice
Can use
data
and evidence to inform planning, instruction, and intervention
Can work
collaboratively
with teams to design, deliver and reflect on high‐quality curriculum and pedagogy
What We Offer:
A supportive and collegial workplace focused on professional growth
Ongoing skilled learning in the SoL, MTSS, VTLM 2.0, PCMS, inclusion, and wellbeing
A clear whole‐school approach aligned to research and best practice
Current graduates
are encouraged to apply. If you¿re ready to make a real difference and thrive in a values‐driven, future‐focused school, we¿d love to hear from you. We strongly encourage you to contact the school to make a time and come and see us in action!
#J-*****-Ljbffr

📌 2027 Ongoing Graduate Teacher Program - Sol School (Melbourne)
🏢 Government schools
📍 Melbourne