Primary Generalist P-6

Primary Generalist P-6 - Graduate Teacher Program Department of Education Victoria – Melbourne VIC 1d ago , from Department of Education & Training Victoria Bayside P-12 College is a dynamic and inclusive multi-campus institution serving the diverse community of Hobsons Bay, located in Melbourne's vibrant western metropolitan area. With three campuses spread across Altona North, Williamstown, and Newport, Bayside P-12 College offers a continuous educational journey from Prep to Year 12. The college boasts a rich multi‑cultural student body, creating a vibrant and diverse learning environment. Bayside P-12 College is committed to: Delivering a Comprehensive Curriculum : Tailored to meet the individual needs of all students, ensuring an engaging and diverse learning experience. Fostering a Safe and Supportive Environment : We prioritise a friendly, disciplined, and secure environment that promotes a passion for learning. Developing Social and Emotional Wellbeing : Through explicit teaching of emotional intelligence and social skills, we equip students to thrive in all aspects of life. Preparing Students for the Future : We focus on equipping students with the skills and knowledge to succeed in a rapidly evolving, technologically advanced society. Leadership, collaboration, self‑discipline, and social awareness are key pillars of our approach. Encouraging Participation and Engagement : We actively involve parents, students, and staff in the vibrant school community, fostering a collaborative and inclusive culture. Ensuring Equal Opportunities : Every student, regardless of background, is provided with opportunities to reach their full potential. Bayside P-12 College offers a well‑rounded and inclusive curriculum, grounded in the Victorian Teaching and Learning Model . Students in the early and middle years follow a broad curriculum across eight learning areas, while senior students have access to a range of VCE , VM and VET units. Our students are encouraged to have voice and agency in their learning, with opportunities to shape their educational experience in line with the Victorian Curriculum 2.0 and VCAA‑accredited studies . The college also offers a variety of co‑curricular activities across its campuses, including: Camps and Excursions Debating Drama and Music Performances Additionally, our long‑standing sister school relationship with Anjo Higashi Senior High School in Japan enhances our Language Program , offering students a unique cultural exchange opportunity from Prep to Year 12. Community Engagement As an integral part of the local community, Bayside P-12 College is dedicated to fostering strong community ties. Our facilities are regularly utilised by local community groups, promoting mutual support and cooperation. The college partners with local industry to provide valuable work experience and work education opportunities for students. The Victorian School of Languages also operates out of our Altona North campus, offering a wide range of Languages Other Than English (LOTE) programmes. In addition, we offer a welcoming Out of School Hours Care (OSHC) programme for primary students, ensuring a balanced and enriching experience for families. Facilities Each of the college’s campuses is equipped with modern, flexible learning spaces designed to support a broad curriculum. Notable features of the campuses include: Altona North P-9 Campus : Specialised, adaptable learning facilities. Williamstown Campus : A state‑of‑the‑art STEM Centre and a Select Entry Tennis School offering elite sporting opportunities. Paisley Senior Campus : A range of specialised facilities to support senior students’ educational needs. Tennis Courts and High quality Football Fields. Additional college‑wide resources include: Three Libraries Three Gymnasiums A variety of Outdoor Education Equipment , fostering an active, hands‑on learning environment. 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 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. These teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. 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 programmes 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 programmes 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 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 developing 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 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. 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*******@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: 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 Each of the college’s campuses is equipped with modern, flexible learning spaces designed to support a broad curriculum. Bayside P-12 is a multi-campus college, employees may be required to travel between campuses. Applicants MUST answer ALL Selection Criteria. 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 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 provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at 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'; and 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