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 skilled 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 *******@education.vic.gov.au

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:

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

Located in Ballarat East, Canadian Lead Primary School (CLPS) is a warm, inclusive and well-resourced school where students thrive, staff are supported, and learning is at the heart of everything we do. Established in the 1990s following the merger of three local schools, CLPS has grown into a proud and connected community where everyone belongs.

Our Learning Environment

All classrooms and learning spaces are housed within one main building, creating a strong sense of connection, teamwork and community. Our school includes 11 classrooms, a movement room, sensory room, an art room, a spacious library, a gymnasium, and a kitchen supporting both our Breakfast Club and Out of School Hours Care (OSHC) programs. Outside, students enjoy a variety of play and learning spaces, including a soccer oval, football oval, basketball courts, vegetable gardens and three distinct playgrounds.

Our Students and Community

With around 220 students and an average class size of 20, we ensure every child is known, valued and supported. Our school community is proudly diverse, with approximately 7% of students identifying as Indigenous and 5% from language backgrounds other than English. We value the partnership between home and school and work closely with parents and carers to support student success.
Our values of Community, Respect and Responsibility underpin everything we do.

A Commitment to Excellence

Canadian Lead Primary School delivers a knowledge-rich curriculum through explicit, evidence-based instruction. We dedicate significant time to building strong foundations in literacy and numeracy, particularly through the Big 6 of Reading ¿ oral language, phonemic awareness, phonics, vocabulary, fluency and comprehension.
We are proud to be a Multi-Tiered Systems of Support (MTSS) school, embedding a targeted approach to both learning and wellbeing.

Staff Support and Professional Growth

CLPS is a school where teachers and education support staff genuinely enjoy working together. Collaboration, reflection and shared success are at the centre of our culture. All staff are supported with a leading teacher in numeracy and learning specialist in literacy.
Staff are supported through:

- Mentoring and coaching for early career and experienced teachers alike
- Collaborative planning in strong, cohesive teams
- Ongoing qualified learning focused on instructional practice and student growth
- Leadership pathways and middle-leadership opportunities
- A positive, caring culture where wellbeing is prioritised

Our staff are proud of the strong relationships they build with students and families, and of the collective achievement that comes from shared professional learning and support.

A Focus on Wellbeing

At CLPS, we understand that learning and wellbeing go hand in hand. We implement the Berry Street Education Model and are currently working on embedding School-Wide Positive Behaviour Support (SWPBS) to ensure consistency, care and a safe learning environments for all. Every child is encouraged to achieve their best academically, socially and emotionally.

At Canadian Lead Primary School, you¿ll be part of a collaborative, forward-thinking and caring team. You¿ll have the opportunity to grow as an educator, make a real difference, and work in a school where students achieve excellent results and genuinely love learning.

Together, we create a school where both students and staff flourish.

📌 Early Years (Ballarat)
🏢 Government schools
📍 Ballarat