English/Humanities Graduate Teacher Program

Job Description Location: Geelong
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1443444
Location Profile Grovedale College is a medium sized College with an enrolment of 700 plus students located in a semi rural setting serving the southern suburbs of Geelong, together with the rural and surf coast communities to the south, east and west.
Extensive educational resources enable Grovedale College to provide an academic focus together with many Arts, Sciences, Sports and Technology opportunities.
VCE enhancement subjects, VCAL and VET Courses, provide many new opportunities for University and TAFE studies and exciting pathways to the future.
Excellence, achievement and improvement are central to all College programs.
Grovedale College operates the Grovedale P ¿ 12 Deaf Facility in conjunction with Grovedale West Primary School.

In recent years a multi million dollar-building program has provided the College with excellent physical resources.
Such resources enable us to enhance our programs and deliver an exciting, challenging and fulfilling experience.
Our facilities include a state of the art computer network linking all classrooms, computer pods, a computerized Library Resource Centre, Senior School Study Centre, Technology Wing, Visual and Performing Arts Studios, Theatre, Gymnasium, Fitness Centre, sports ovals and courts.

Ongoing curriculum reform and refinement has resulted in structural change such as the creation of two sub schools, the introduction of a Home group Program, compact teacher teams and most importantly a series of initiatives based around the concepts of active curriculum, higher order thinking and a multidisciplinary approach to planning and learning.
The success of these programs provides strategies and examples of success on which the pedagogy of interactive experiential learning can utilise and extend.

At Grovedale our approaches to Teaching and Learning recognize that students and staff must be able to use computers and electronic learning technologies with confidence and understanding to enhance their teaching and learning as well as their ability to participate in evolving information technologies.

Sport is prominent in the life of Grovedale College.
An extensive interschool and house sport program provide students with the opportunity to develop personal skills and fitness and to enjoy the benefits of teamwork in a spirit of healthy competition.
Our unique location and proximity to the Surf Coast, Corio Bay, Port Phillip Bay and the Otway Ranges allows for a comprehensive outdoor education and excursions program to operate.
Surfing, kayaking, snorkelling, body boarding, windsurfing, bike riding, horse riding, rock climbing and lifesaving are all part of the program.
The development of the Grovedale Education and Sporting Precinct coupled with Sports Academy program provides students with the opportunity to pursue an elite sports pathway.
The Precinct is indicative of strong community based links.

The College successfully participates in Public Speaking programs, Inter-School Debating and Australian subject competitions that include English, Mathematics, Science, Arts and Technology.
Student leadership is an integral part of our school culture.
An active leadership program exposes students to challenges, which develop personal and social skills, confidence, initiative and self-reliance.
This is achieved through a broad range of activities such as Student Council, Peer Helpers and camps program.
Performing Arts are well catered for in the College, with performance opportunities in workshops, GAFFA and production.

College Leadership programs have been enhanced by staff and students working with Leading Teams and refining the College based implementation.
Performance and Development Culture is a Grovedale College priority.
Regular formal and informal feedback is provided to staff members.

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.

SC6 Demonstrated ability to work in teams to develop, implement and assess curriculum.

Program Benefits - Graduates This 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 - 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.

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.
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:
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:
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 Conditions of Employment 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 Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE 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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