Graduate Teacher Program (GTRI089) - Beaufort Secondary College $$ Financial Incentive

Department of Education Victoria – Beaufort VIC

2d ago , from Department of Education & Training Victoria

- Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.
- One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.
- Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School
- Predicted 2027 enrolment of 210 students. Enrolment growth is anticipated over the next few years. SFO is 0.46
- Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.
- The school population displays a huge range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities and retain all students to Year 12

Educational:

- Structure - traditional years levels with three sub-schools (Years 7 & 8, Middle Years 9 & 10, Years 11 & 12)
- Strategies such as the use of cross-year level ability groupings, extension groupings, acceleratedprograms and team teaching are used to cater for the needs of all students.
- Low staff-student ratios and excellent relationships between staff and students.
- High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.
- School size and a diverse student population mean that providing students with a diverse range ofearning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.
- Student Engagement and Wellbeing is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, School Nurse and School Chaplain. Survey data indicates that this area is a strength of the school.
- Flexibility is emphasised, both in terms of timetable structure and teaching approach.
- A program of note is "Advance", which is run by a teacher in partnership with local communitygroups.
- Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.
- Another program of note is Hands On Learning, which is run by a teacher with the intention of incorporating literacy and numeracy into project planning, managing and implementing around the school and community.

Community and Networks

- Parent and community involvement remains strong and parent bodies work harmoniously with staff.
- Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum.
- External support agencies (particularly welfare agencies) are used regularly.
- Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.

Social, Community and Demographics

- Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.
- One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.
- Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School
- 2025 enrolment of 217. Enrolment growth is anticipated over the next few years. SFO is 0.46
- Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.
- The school population displays a range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities in order to retain all students to Year 12.

Educational

- Strong school improvement agenda with an emphasis on quality teaching and learning practices
- Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated Programs and team teaching are used to cater for the needs of all students.
- Low staff-student ratios and excellent relationships between staff and students.
- High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include: student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.




- School size and a diverse student population mean that providing students with a diverse range of learning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.
- An excellent Careers Pathway program has ensured that students receive appropriate mentoring and support whilst they are at school and after they leave.
- Student Engagement and Wellbeing is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, Mental Health Practitioner, School Nurse and a Doctors in School Program. Survey data indicates that this area is a strength of the school.
- Flexibility is emphasised, both in terms of timetable structure and teaching approach.
- A program of note is "Advance", which is run by a teacher in partnership with local police or CFA.
- Rural and Environmental Education is an excellent program for rural young people, using the input of members of the local farming community for support.
- Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.

Community and Networks

- Parent and community involvement remains strong and parent bodies work harmoniously with staff.
- Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum.
- External support agencies (particularly welfare agencies) are used regularly.
- Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.

ICT:

- Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning.
- Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students.
- Student to computer ratio 1:1
- Apple TVs added to all classrooms and meeting spaces.
- Strong ICT skills on the part of teachers means that the school is well placed to make use oftechnology to improve teaching and learning.
- K-12 education in Beaufort is located on the Beaufort Secondary College site
- The Beaufort Early Learning Centre was officially opened in 2012
- The new Beaufort Primary School building was completed in Term 1 of 2014
- Reconstruction of Beaufort Secondary College was completed in Term 1, 2019

Selection Criteria - Graduates

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.

Program Benefits - Graduates

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

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 (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*******@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 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:

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

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 https://www2.education.vic.gov.au/pal

Conditions of Employment #J-18808-Ljbffr

📌 Graduate Teacher Program (GBeaufort Secondary College $ Financial Incentive (Beaufort)
🏢 Department of Education Victoria
📍 Beaufort