Graduate Teacher Program

Overview An exciting opportunity exists for a passionate educator to join our vibrant community at Rutherglen Primary School for 2026. With 175 students in 2026, our students will be a member of an engaging group across one of our 9 class – 1 Foundation class, 3 Year 1/2s, 2 Year 3/4s, and 3 Year 5/6s. What makes us the school for you? At Rutherglen Primary, we work together as one; in a supportive and team focused culture where the learning and wellbeing of students and staff is at the centre. Our emphasis on cohesive unit teams and our embedded approach to collaborative planning, supported by our Learning Leaders, ensures confidence and consistency across the school to deliver our strong instructional models in a supportive and engaging way to meet students’ needs. As a team, we design and deliver outstanding classroom programmes underpinned by our own commitment to learn and grow professionally and personally. Specialist teachers in Visual Arts, STEM, Languages‑French and Physical Education, and our extensive extra‑curricular opportunities enhance the learning and experiences for all students. Through our school values of Respect, Responsibility, Integrity, and Empathy, we are committed to creating an inclusive and safe environment for all students, guided by the integration of School‑Wide Positive Behaviour Support (SWPBS). We are dedicated to focusing on developing the whole child – socially, emotionally, physically, and academically to allow our students to continuously improve and have the capacity to make choices that impact learning and connections in a positive way. At Rutherglen Primary School, we welcome educators who have the desire to be part of a passionate, innovative, and supportive team who believe in nurturing and guiding the youngest members of our school community to be valuable and valued citizens both now and in the future. Location Profile Our campus is located in Rutherglen, Victoria, providing a supportive learning environment for our students and staff. 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. 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 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‑curricula programmes Who May Apply – Graduates Completed course requirements and graduated in the last 4 years Not employed as a teacher by the department at the time the advertised position is to commence 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 neuro‑diversity. 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 and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. 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 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 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. Components of part‑time employment: 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. 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 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 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). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr