Graduate Teacher Primary classroom

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 learning and be at their personal best. Our college is a unique medium-sized 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. In the last 6 months, there have been many positive changes. This includes a new vision and direction supported by a strong narrative for improvement, operationalised by the Strategic Plan (2025 ¿ 2028). Priority areas for the college are to embed our Instructional Model, Professional Learning Communities (PLC) approach, Response to Intervention Model, School-wide Positive Behaviour Support, Respectful Relationships and the Berry Street Education Model believe that one size does not fit all in education. Our school is divided into three sub-schools (approx. 510 students) to foster strong relationships between students, teachers, and families: 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 personalize 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. Within each sub-school, students receive personalised care from a Learning Mentor Teacher (Years 7 to 12) or a Classroom Teacher (Foundation to 6). They are also supported by our Wellbeing and Careers Teams, including a full-time Director of Wellbeing, School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse, Primary Wellbeing Leader, Doctors in Secondary Schools program, and Careers Practitioners. We are proud of the sense of community that we have developed at our college and believe that what sets us apart is the way in which we personalise our approach to each student's education, supporting and extending them to reach their full potential. Our College wide Instructional Model and Learning Culture, defines the approach we take to teaching and learning. This in seamless transitions for all students. Our curriculum is designed to allow all students to demonstrate their abilities and progress their learning. Our programs aim to develop the whole child - they become inquiring, knowledgeable and caring young people who want to make a difference, locally and globally. In the Junior School, this is supported by an affiliation with the International Baccalaureate. In the secondary years, independent study skills are fostered though an increasing array of learning experiences within and beyond the college. We are privileged to be able to offer these programs within one of the most impressive school environments in the outer-east. If you are interested to find out more, go to our website, book a tour or give us a call. 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 Demonstratedbehaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professionallearning 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 programs 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 (seeWorkplace 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) 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: 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: 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. 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. 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). Applications close Monday 22 December 2025 at 11.59pm #J-18808-Ljbffr