Location:
Barwon South West - Greater Geelong
Reference:
*******
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.
Role - Graduates
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 (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) ******
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 Secure 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:
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:
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.
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).
Chilwell Primary School
, established in **** is located in Newtown, an inner Geelong suburb, nested in a shopping precinct comprising of small retail businesses and has a current enrolment of 426.
The school has catered for many generations of Geelong families and has developed close links with the local community, organisations, neighbouring preschools, and secondary colleges.
Chilwell is a family-oriented school recognising and responding to the needs and diversity of family groups within our school community.
Staff and parents work together to provide a caring, secure and stimulating learning environment for all students.
A strong partnership between home and school ensures that education is valued, giving students every opportunity to learn, building strong relationships and trust of staff whereby all are aware of and respect the rights of others in sharing in the life of the school.
The school values are Kindness, Respect, Resilience and Persistence.
Aligning to our school motto, 'Learning for Life', our mission is to be `future makers' for every child, ensuring each child has the necessary academic and wellbeing skills required to fulfil their potential and achieve their personal goals.
Chilwell Primary School is committed to promoting and protecting emotional wellbeing and mental health in our whole school community.
Every student has the right to feel safe and every child has the right to learn.
We strive to embed resilience and a robust sense of personal worth in every student.
We identify and promote strengths ensuring each child has the necessary academic and wellbeing skills required to fulfil their potential and achieve their personal goals.
Wellbeing is at the forefront of all we do here at Chilwell, whereby our staff engage and nurture students through a dynamic curriculum that embeds inclusive practices along with academic, social, and emotional wellbeing of each child.
Team planning of curriculum and Professional Learning Teams promote a shared pedagogy, are driven by assessment data and supported Literacy, Numeracy and ICT Coaching.
While Literacy, Numeracy & ICT are our curriculum strengths we have high quality specialist teaching programs in French, Physical Education, Visual Arts and STEM, (Science, Technology, both Design / Digital, and Mathematics), and Performing Arts.
Applications close Tuesday 1 September **** at *****pm
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📌 Graduate Teacher Program (Geelong)
🏢 Department of Education & Training, Victoria
📍 Geelong