Graduate Teacher Program

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 27/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1447604
Location Profile We are an amazing school situated in the tranquil setting of Crib Point on 4.8 hectares of land, located in the Western Port area of the Mornington Peninsula. Crib Point Primary School has a steadily growing enrolment that currently sits at 231 students. Here you will find contemporary education facilities in a rural setting. Crib Point Primary School (CPPS) is proud of the strong reputation our school maintains within the local area. We are renowned for offering high quality programs within a warm and welcoming community. Our highly skilled staff provide a safe, secure and engaging learning environment. CPPS has an unwavering commitment to providing evidence aligned instruction and we lead by example in caring deeply for all our students and community. We are a school that supports collaboration with a focus on continuous improvement.
CPPS strives to offer excellence in all aspects of primary education, providing quality learning programs across the curriculum. We have a strong focus on Literacy and Numeracy, aligning ourselves with evidence-based approaches, assessments, and instructional models/routines. We have strong intervention and extension supports across the school and operate under a multi-tiered systems of support/RTI model for both academics and wellbeing.
Our dedication to supporting the whole wellbeing of our students and their families is exemplified by our commitment to Tier 1 (whole class), Tier 2 (small group) and Tier 3 (one-to-one) supports. CPPS' wellbeing supports include a School Chaplain, Student Support & Community Engagement Coordinator, wellbeing programs, close links with community services and a fantastic newly refurbished Allied Health Centre. We have a close relationship with the Cerberus Navy Base and have a fabulous Defence School Mentor (DSM) who runs various transition programs for our ADF students.
In the Junior Grades, we have an ever-growing selection of decodable texts for in-class and take-home reading and we have class libraries in every classroom for students to access authentic texts and rich literature. Our teachers have collaborative planning time in fully supportive, positive, and fun teams and develop their practice in Professional Learning Communities that are dedicated to achieving optimal learning results for all our children.
Our literacy blocks consist of daily review, oral language opportunities, phonological awareness & phonics (SSP), spelling, literature/language comprehension (including Knowledge Rich Curriculum units), Fluency and Independent Reading, handwriting and writing. Our maths sessions include daily reviews and explicit instruction of concepts/skills.
The school's leadership team has a strong focus on student and staff wellbeing and maintaining a positive school culture. We support staff growth and leadership opportunities through professional learning, mentoring, coaching, and encouraging pursuits of interests that are in line with the school's strategic plan.
Our outstanding Visual Arts, Music, LOTE (French), Physical Education, STEM and Library programs offer students a breadth of curriculum and experience. We have 1:1 school supplied laptop ratios in every classroom as well as 1:2 ratios of iPads, and to further extend this, we have taken the leap and launched into the world on robotics and 3D printers and are excited about what our students have produced.
Our free breakfast club program runs every morning, five days a week and operates out of our school canteen.
Our School Wide Behaviour Framework, alongside our use of Berry Street Education Model training see us provide a positive and inclusive environment where all students can shine.
Our core values of Safety, Respect, Kindness, Honesty, and Responsibility underpin the expected behaviours and attitudes of the students, staff, and school community.
Parents/carers and volunteers are a feature at Crib Point Primary School and many community stakeholders participate in the life of the school in a variety of ways.
Selection Criteria - GraduatesSC1 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 - GraduatesThis position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment Role - GraduatesThe 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.
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 - GraduatesTo 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, andnot be employed as a teacher by the department at the time the advertised position is to commenceApplicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentApplicants 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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.
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
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