Graduate Teacher Program

Graduate Teacher Program – Secondary English Department of Education Victoria – Point Cook VIC 13 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 has 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, representing over 63 nationalities and about 32% of students from culturally and linguistically diverse backgrounds. 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 all aspects of the college's operations, fostering a cohesive and inclusive school culture. Curriculum and Learning Approach The college delivers a comprehensive learning program aligned with the Victorian Curriculum, ensuring high‑quality and engaging opportunities for all students. English and Mathematics: Targeted, evidence‑based programs to strengthen literacy and numeracy skills. Languages: Japanese instruction from Foundation through Year 8, supporting intercultural understanding. Science: A program fostering curiosity, critical thinking and inquiry across biology, chemistry, physics and earth sciences, supported by well‑equipped laboratories. Humanities: History, geography, civics and citizenship, and economics to build deeper understanding of society and culture. Arts and Technology: Visual arts, music, food technology and wood technology to encourage creativity and problem‑solving. Health and Physical Education: Structured programs promoting wellbeing, teamwork, leadership and healthy habits. Electives Program (Years 7–9): A student‑centred program empowering learners to pursue interests while building agency and confidence. The college is embedding the Victorian Teaching and Learning Model (VTLM 2.0) and utilises Professional Learning Communities (PLCs) to support data‑informed, differentiated instruction. Student Wellbeing and Support A wellbeing framework supports social and emotional development, featuring a wellbeing assistant principal, a mental health practitioner for secondary students, two MHIPS coordinators (one per campus) and a defence school mentor. Programs such as Resilience, Right and Respectful Relationships (RRRR), School Wide Positive Behaviour Support (SWPBS) and restorative practices promote a safe, respectful learning environment. 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 partners with local organisations, such as Scouts Victoria, and offers an outside‑school hours care programme through ‘Quantin Binnah’ to support families 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. Selection Criteria – Graduates SC1: Demonstrated knowledge of the relevant curriculum, capacity to incorporate literacy and numeracy skills, and ability 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 growth. SC3: Demonstrated capacity to monitor and assess student learning, use data to inform practice and provide feedback on progress to students and parents. SC4: Demonstrated interpersonal and communication skills, establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community. SC5: Demonstrated behaviours and attitudes consistent with Department values, engaging in professional learning to continually improve teaching quality. Program Benefits – Graduates The primary focus of the Range 1 classroom teacher is to develop skills and competencies to become an effective practitioner, with structured support and guidance from experienced teachers. These teachers plan, prepare and teach programmes to achieve specific student outcomes, work under general direction, and may supervise or train student teachers. Range 1 teachers participate in policy development, project teams, and co‑curriculum activities, with a focus on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance. Responsibilities – Graduates 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 student progress. Implementing effective student management consistent with the school charter. Working with a mentor to plan, implement and reflect on professional development, building a professional portfolio. Additional responsibilities may include: Supervising student activities and support and welfare programmes. Contributing to co‑curriculum programmes. Who May Apply – Graduates Completed course requirements and graduated within the last four years. Not employed as a teacher by the Department at the time the advertised position commences. Currently registered or eligible for registration with the Victorian Institute of Teaching. Diversity and Inclusion The Department is committed to diversity and inclusion, encouraging candidates from all backgrounds, including Aboriginal and Torres Strait Islander applicants. The workplace policy provides reasonable adjustments for staff with disabilities. Child Safe Standards Victorian government schools are child‑safe environments. The schools actively promote the safety and wellbeing of all students and all staff are committed to protecting students from abuse or harm in accordance with legal obligations. For more information: Child Safety Code of Conduct . DE Values The Department’s employees commit to the values of Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights, complementing each school’s own values. For details: Department values overview . Conditions of Employment All staff have access to a broad range of employment conditions and working arrangements. Appointment is subject to satisfactory pre‑employment checks. A probationary period may apply within the first year, with induction and support programmes provided. Detailed information on terms and conditions is available on the Department's Human Resources website: HR Website . Qualification Requirements Provisional or full registration approved by the Victorian Institute of Teaching. If completed an Australian postgraduate‑level initial teaching program or course on or after 1 January 2024, demonstrate satisfactory completion of a postgraduate‑level accredited initial teacher education program recognised by an Australian State or Territory Teacher Regulatory Authority. If graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016, demonstrate passing the LANTITE requirements (or evidence that the requirement is part of the ITE program). Updated qualification requirements can be found on Recruitment in Schools. Additional Information Applicants should exercise caution against requests for personal banking details or payments. If you suspect suspicious activity, report the job advert. #J-18808-Ljbffr