Graduate Primary Classroom Teacher

Government schools – Melbourne Northern Suburbs VIC Mernda Central P-12 College operates under the Public Private Partnership (PPP) model. Through this model, the College has been financed, designed, and constructed by the private sector to meet high contractual standards, allowing Principal and teaching staff to focus on student learning while asset management is handled externally. Located at 70 Breadalbane Avenue in Mernda, within the City of Whittlesea, our College caters to students from Prep to Year 12. Our state‑of‑the‑art facilities reflect modern educational design, offering adaptable and functional spaces that support active, student‑centred learning. School Structure Junior School : Prep to Year 4 Middle School : Years 5 to 7 Aspire : Years 8 to 9 Senior School : Years 10 to 12 Our Vision Mernda Central College empowers all members of the college community to aim high, show respect, behave safely, and value our community. Our Mission Provide opportunities for all members to work collaboratively in accessing a seamless, personalised, and innovative education. Build a safe and supportive learning environment where all members are challenged and inspired to pursue their interests and achieve their full potential. Operate as a community hub to foster connected, curious, and tolerant global citizens. 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. Role – Graduates The primary focus of the range 1 classroom teacher is to further develop skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels, and to plan, prepare and teach programs to achieve specific student outcomes. Range 1 teachers teach a range of students/classes and are accountable for the effective delivery of their programs. They operate under general direction within clear guidelines, may supervise and train student teachers, and participate in the development of school policies and programs. At range 1, the focus is on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels, and are expected to participate in induction programmes and other professional learning activities that integrate curriculum, assessment and pedagogy across the school. Responsibilities – Graduates 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 Supervising a range of student activities, including support and welfare programs. Contributing to a range of co‑curricular programmes. Who May Apply – Graduates Have completed their course requirements and graduated in the last four 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 to developing a workforce that is representative of the community we serve. We value diversity in all forms—culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. 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. 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 legal obligations including child safe standards. DE Values The Department's employees commit to upholding the Department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. 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 programmes will be 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 programmes will be provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'. A person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also 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 ITE programme completed by the person). #J-18808-Ljbffr