Teacher Grad Recruit Program

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1460546
Location Profile
Clyde Secondary College opened January 2022.
2025 will see the inclusion of Year 10, adding a year level each year thereafter.
The College is committed to creating a learning environment that is built on high expectations for all, where every student is exposed to a rich, diverse, and challenging curriculum, while ensuring they are valued, and that each student enjoys the caring and supportive environment in which they learn every day.
Our school values reflect our vision of "Excelling together, valuing the individual", which can be summarised by REACH; Respect, Excellence, Aspiration, Curiosity, and Honesty.
The College Leadership team highly values and actively promotes staff wellbeing, offering a supportive culture for all staff.
We are dedicated to supplementing students' learning with a wide range of co-curricular programs, including extensive student leadership development, performing arts, and sporting opportunities.
Every student is encouraged to get involved with the wider community, and we are here to help them build on the necessary skills to do so, ensuring all students leave the College as highly productive and successful global citizens.
We are committed to meeting the learning needs of every student, promoting excellence in learning growth for all.
Students will be exposed to a diverse and challenging curriculum following the standard Victorian Curriculum, offering English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, ICT, with a whole range of extra-curricular activities.
As the College grows, we will offer a range of other subjects, including Music, Food Studies, as well as offering extension opportunities such as Advanced Maths, Literature, Physics, Chemistry, and Systems.
STEM will also feature strongly in our program from Year 7, providing the building blocks for our students' success in future years.
We offer a select entry High Achiever Program that challenges and supports high achievers to excel and provide them with a unique accelerated opportunity in VCE, as they approach their senior education years of study.
As a supported inclusion school, Clyde Secondary College has been designed to support a higher number of students with a disability than a typical mainstream school.
Included in the school design are facilities that provide additional amenities to support and enhance learning.
The College has the following facilities:

An administration and learning resource center building
Two learning neighborhood buildings
A Science, Technology, Engineering and Mathematics building
A visual arts building
A Performing Arts and Physical Education building including an indoor multi-court
Landscaped outdoor play and learning areas

The school has an initial capacity for 575 students with up to 50 students who meet the requirements for the specialist enrolment policy, approximately 8% of the whole school student population.
Upon the completion of stage two, the school will have the capacity of 1300 students, and in any given year level, around 8% of places will be reserved for students who meet the specialist enrolment policy.
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 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-curricular 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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.
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 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.
Eligibility for incentive payments:

The successful candidate is committing to a minimum of 1 year employment at this school
The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

To be eligible for employment, transfer, or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching.
In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
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