Graduate Teacher Primary classroom

Department of Education Victoria – Sydney Eastern Suburbs NSW Thank you for considering working at Boronia K‑12 College, located in the outer eastern suburbs. Choosing a school where you will feel supported by the leadership team and your colleagues; but also provided with opportunities to grow your craft through quality professional development and resources, is a pivotal decision for your career. At Boronia K‑12 College, our vision is to create a welcoming environment where everyone feels safe, valued, and respected. A school that is not only supportive and inclusive but one that engages and challenges every student and staff member to foster a love of learning and be at their personal best. Our college is a unique medium‑size school that offers students the opportunity for a continuous educational journey from 3‑year‑old kinder to Year 12. We combine the benefits of both large and small schools, offering excellent facilities, a broad range of subjects, and co‑curricular activities such as camps, student leadership, sports, and excursions. At the same time, we provide strong pastoral care, individualised academic support, and a close‑knit community where staff know students and their families well. Sub‑schools Junior School : Includes our Early Learning Centre for three and four‑year‑old kinder and primary years from Foundation to Year 6. As an International Baccalaureate accredited school, we offer a world‑class curriculum. Middle School : Covers Years 7 to 9, allowing students to personalise their learning with a wide choice of electives. Senior School : Encompasses Years 10 to 12, preparing students thoroughly for their chosen pathways with a range of VCE and VET subjects. 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 programmes 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 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 programmes to achieve specific student outcomes. Role – Graduates Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities. They may have responsibility for the supervision and training of one or more student teachers. At this stage, teachers participate in the development of school policies and programmes and assist in the implementation of school priorities. Responsibilities – Graduates Core responsibilities include: Planning and implementing a range of teaching programmes 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 through a professional portfolio. Additional responsibilities may include but are not limited to: Supervising a range of student activities including support and welfare programmes. Contributing to a range of co‑curricular programmes. Who May Apply – Graduates To be eligible to apply for a position advertised through the Teacher Graduate Recruitment programme, a teacher must: Have completed their course requirements and graduated in the last 4 years. 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 developing a workforce that is representative of the community we service. 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 for roles within the Department. 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 and department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division via *****************@education.vic.gov.au. 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 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 criteria. 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). Important Notice Be careful – do not provide your bank or credit card details when applying for jobs. Do not transfer any money or complete suspicious online surveys. 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