Teacher Grad Recruit Program (Graduate Teacher Program) (P86)

Teacher Grad Recruit Program (Graduate Teacher Program) (P86)

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

- Edithvale Primary School was established in 1913; and is situated in a unique area between Port Phillip Bay and the Edithvale Wetlands, 26kms south of Melbourne. Environmentally aware, and with an academic focus, Edithvale Primary School boasts committed, experienced teachers; friendly, hard-working students and a supportive parent community.

- We provide a safe and secure learning environment, encouraging children to take risks and to engage in a diverse curriculum provided by a team of teachers committed to high quality instruction. We provide a supportive, engaging, active and enjoyable environment that encourages all students and staff to achieve their personal best.

Our committed staff and dedicated parent community strive to provide a learning environment that encourages and fosters creative thinking and curiosity. We encourage each of our students to recognise their unique significance to our school community and support and guide them as they explore their interests and abilities.

- Connecting with our Community, Working Together, Doing the Right thing and Aspiring Higher are core values that are the cornerstones of a strong culture of learning and development.

- High expectations are held for every student at Edithvale Primary School and students are encouraged to become critical thinkers and problem solvers. Members of our staff regularly assess and reflect upon their own work practices, through a formal Peer Observation program, in order to provide our students with opportunities to achieve success. A structured wellbeing program is provided across all levels of the school and is supported by our commitment to Restorative Practices. We actively educate students and practice the keys to developing resilience- Gratitude, Mindfulness and Empathy through our wellbeing program. Our school prides itself on identifying and supporting the leadership potential of our students and they are encouraged to participate in a range of additional extra curricula activities that the school provides in sport, the arts and caring for the environment.

- The school fosters close links with parents and the broader community and recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We see ourselves as partners in the creation of healthy learning environments and excellent educational and wellbeing outcomes. We are further supported by our parents through their enthusiastic participation on School Council, and as classroom helpers.

- The percent endorsement by parents on their school satisfaction level, as reported in the annual Parent Opinion Survey was 86.2. The School Staff Survey showed an overall School Climate of 89.4%, eleven percent higher than the State Median. This suggests positive staff wellbeing. (This was from 2018)

- Our recent review and a rigorous interrogation of our systems, processes and data helped to forge our next Strategic Plan and we are well on the way to achieving the targets set out within this plan. The focus areas for improvement in student achievement include Mathematics and Writing and empowering students through having greater agency in their learning will be a key to further academic growth. The successful engagement of students in their learning is of vital importance and to assist us in this endeavor we will be enhancing our fleet of equipment in ICT. The leasing of new computers as well as the purchase of additional iPads helps to cater for the needs of students across all levels of the school.

- Our fabulous workforce comprises 2 Principal Class, 28 Teachers [some part time] and 15 Education Support Staff – [of which, 10 are Integration Aides].

- Our 2020 enrolment increased to 419 including several students enrolled as part of the Program for Students with Disabilities (PSD). In 2021, students will be in 20 classes and attended three specialist classes each week: French, Art and Physical Education.

- The 2020 SFOE (Students’ Family Occupation and Education) is 0.262

Selection Criteria

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.


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.


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


- 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


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

The original job offer can be found in Kit Job:

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