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.
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 ******
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:
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).
Banyule Primary School is in Rosanna, Victoria.
Our vision is to have an inclusive and caring community, working together to enable all students to thrive academically, socially, and emotionally.
Our values are: Respect, Responsibility, Care and compassion and Doing your best.
These values form the basis for social expectations throughout the school.
We also have four learner values that underpin our teaching philosophy: Mistake Makers, Effort Generators, Curious Creatures and Feedback Seekers.
Together, these eight values help us to create a positive culture where learning and wellbeing are embraced.
In **** our enrolment number is 629 with 27 classes.
The staffing profile comprises of 32.2 fulltime equivalent Range 2 teachers and 4.4 equivalent Range 1 teachers.
There are 8.4 full-time equivalent Education Support personnel which includes classroom integration, office administration, maintenance and first aid staff.
The leadership profile consists of one Principal, two Assistant Principals, two Learning Specialists and one Leading Teacher.
The leadership team is focussed on school improvement and together this team is responsible for leading change and improvement to achieve school goals and targets.
Specialist subjects include Physical Education, Visual Arts, Performing Arts, (STEAM for P-2), and Languages-Mandarin.
The school site is well appointed; our facilities include both new and refurbished classrooms, a competition sized gymnasium, synthetic turf oval, a large outdoor shelter, shaded seating areas and well-equipped classrooms.
The parent community, including School Council, is positive and supportive.
Together, we work in partnership to ensure the best possible outcomes and learning environment is maintained.
Applications close Monday 28 September **** at *****pm
#J-*****-Ljbffr

📌 Teacher Grad Recruit Program (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne