Graduate Classroom Teacher

Graduate Classroom Teacher - Math Methods/Specialist Maths/Mathematics Ongoing 1.0 Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills, and the 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, use data to inform teaching practice, and provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated interpersonal and communication skills, and the 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, and the capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. Role 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. Range 1 teachers teach a range of students/classes and are accountable for the effective delivery of their programmes. They operate within general direction, following established work practices and documented priorities, and may be responsible 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 is on classroom management, subject content and teaching practice. New entrants receive structured support, mentoring and guidance from teachers at higher levels. New entrants plan and teach student groups in one or more subjects, and are expected to participate in induction programmes and other professional learning activities 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 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 plan, implement and reflect on professional development, 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 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 4 years 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 serve. 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. The Department recognises that the provision of a safe, respectful and inclusive workplace 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). Child Safe Standards Victorian government schools are child‑safe environments. Our schools actively promote the safety and wellbeing of all students, and all 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 Safe Standards 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 . 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 programme 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. Location Profile Kew High School is a high‑performing co‑educational school located in the inner eastern suburbs of Melbourne. The school was established in 1963 and continues to provide an outstanding, holistic education to students of the local community. In 2025, Kew High School had 1,002 students and 97 equivalent full‑time staff, including 3 Principal Class members, 71 equivalent full‑time teachers, 1.2 paraprofessional staff and 21.8 education support staff. The school prioritises high expectations and places students at the centre of a comprehensive learning and teaching programme. The school’s motto is: ASPIRE, STRIVE, ACHIEVE, and the values of the school are founded in the first word of the motto, ASPIRE. Students and staff are deliberately and actively guided by the values of Accountability, Social Equity, Participation, Integrity, Respect and Excellence in all aspects of school life. These school values inform the agreed learning behaviours in our classroom norms, they frame our positive behaviours framework and are consistently reflected in the broad co‑curricula programmes across the school. In 2023, Kew High School celebrated its 60th anniversary and has remained proud to offer the local community access to the highest quality, co‑educational, public education. The school continuously improves its general and specialist teaching spaces; in 2022 a $10.8 million STEM Centre was opened. The school also has a dedicated music centre and a competition double gym and professionally equipped theatre, which are heavily utilised by community clubs and groups. Kew High School prioritises community development and has active parent and alumni groups who regularly engage with activities and programmes at the school. The school has established and developed a wide range of partnerships to enable excellence in its curricula and extra‑curricula programmes. It recognises the importance of extra‑curriculum learning and development with a broad range of camps, tours, performances, competitions and expeditions locally, interstate and internationally. Kew High School is committed to child safety. For Kew High School's Child Safe Code of Contact and Statement of Commitment please see . Applicants should visit the school website to access school documents. #J-18808-Ljbffr