Primary - Graduate Teacher Program

Department of Education Victoria – Point Cook VIC 9 days ago, from Department of Education & Training Victoria. Carranballac P-9 College is a government school for students from Foundation to Year 9. Located in the western Melbourne suburb of Point Cook, the college comprises two campuses: Boardwalk (established in 2002) and Jamieson Way (established in 2006). As of June 2025, the college enrolled approximately 863 students, including 25 international students, reflecting our diverse and multicultural community. The student body represents over 63 nationalities, with approximately 32% of students from a culturally and linguistically diverse background. The college is led by a principal class team consisting of the college principal, two campus principals and two assistant principals, supported by 80 teaching staff and 32 non‑teaching staff. Vision, Mission, Values Vision: “One College, Infinite Possibilities, Working Together, Embracing the Future” Mission: “Our College fosters excellence in lifelong learners who are resilient, connected, and respectful” These guiding principles underpin aspects of the college's operations, fostering a cohesive and inclusive school culture. Curriculum and Learning Approach The college delivers a comprehensive learning program that is aligned with the Victorian Curriculum, ensuring high‑quality and engaging learning opportunities for all students. Key curriculum areas include: English and Mathematics : Targeted, evidence‑based programs designed to strengthen essential literacy and numeracy skills Languages : Japanese language instruction is provided from Foundation through to Year 8, supporting students to develop intercultural understanding and communication skills Science : A science program fosters curiosity, critical thinking, and inquiry skills across biology, chemistry, physics, and earth sciences. Students benefit from access to well‑equipped science laboratories that support practical investigations and hands‑on learning experiences Humanities : Covering history, geography, civics and citizenship, and economics, the humanities curriculum helps students build a deeper understanding of society, culture, and the world around them Arts and Technology : Encompassing visual arts, music, food technology, and wood technology, these programs encourage creativity, innovation, and problem‑solving skills Health and Physical Education : Structured programs promote physical wellbeing, teamwork, leadership, and lifelong healthy habits through a diverse range of sporting activities Electives Programme (Years 7‑9) : A broad, student‑centred electives programme empowers learners in Years 7 to 9 to pursue their interests and passions while building agency, confidence, and future pathways. The college is beginning to embed the Department of Education's Victorian Teaching and Learning Model (VTLM 2.0) and utilizes Professional Learning Communities (PLCs) to ensure data‑informed and differentiated instruction. Student Wellbeing and Support A wellbeing framework supports students' social and emotional development, featuring a wellbeing assistant principal supported by a wellbeing team, a mental health practitioner for secondary students, two mental health in primary school (MHIPS) coordinators at each campus (total 1 · 2) and a defense school mentor assisting families in transition. Programs such as Resilience, Right and Respectful Relationships (RRRR), School‑Wide Positive Behaviour Support (SWPBS), and restorative practices are integral to promoting a safe and respectful learning environment. Additionally, the college provides: Implementation of Disability Inclusion Profiles (DIPs) to support Tier 3 students Multi‑Tiered Systems of Support (MTSS) to address student needs. Facilities and Community Engagement Performing arts centre utilised for school and community events Science laboratories and technology rooms Music rooms with recording studios Well‑resourced libraries and flexible learning spaces Outdoor areas featuring ovals, basketball courts, shaded playgrounds and turfed play spaces The college maintains partnerships with local organisations, such as Scouts Victoria, and offers an outside school hours care program through Quantin Binnah, accommodating families’ needs beyond regular school hours. Strategic Direction Following the 2021 school review, the college implemented a four‑year strategic plan focusing on: Maximising student achievement and growth, particularly in literacy and numeracy Enhancing student voice and agency in learning Improving student wellbeing and engagement across all year levels These goals were pursued through continuous professional development, curriculum refinement, and community collaboration. 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‑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 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 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 developing a workforce that is representative of the community we service. We value diversity and inclusion 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 (KOD) via contact: *****@education.vic.gov.au. 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. 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: Child Safety Policy ( 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: Department Values Overview ( 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 HR Web ( 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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at HR Web ( Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program 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 program 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 programs in Australia: Standards and Procedures'. a person who graduated from a Victorian Initial Teacher Education (ITE) program 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 program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools ( #J-18808-Ljbffr