Graduate Classroom Teacher

Graduate Classroom Teacher - Jan 2026 Start Department of Education Victoria – Eynesbury VIC 6d ago , from Department of Education & Training Victoria We are currently recruiting staff that are seeking a new professional opportunity within a dynamic and innovative school setting. Located in the rapidly expanding suburb of Eynesbury, the school has a current enrolment number of 457 with further growth anticipated. The school occupies modern and architecturally designed facilities including two Learning Communities, a STEAM building, performing arts space and a competition-grade gymnasium. We are a school focused on the academic, social, and emotional growth of all students, grounded in a culture of high expectations for all. We strive to ensure every child reaches their full potential in a supportive and engaging environment. The school was founded in January of 2021 and caters for students and families living within the Eynesbury Township. Our Commitment to Academic Excellence Eynesbury Primary School delivers an outstanding education for every child in our care and does so through an emphasis on explicit and direct instruction across all learning areas. This is supported by a commitment to a literacy framework informed by the Science of Learning and Reading and the ongoing development and implementation of a knowledge-rich curriculum. This approach helps create self‑aware, resilient learners who are prepared to take on challenges confidently. Our Vision for Lifelong Learning Our mission is to nurture lifelong learners. We aim to equip all students with the knowledge, skills, and traits essential for a lifelong love of learning, enabling them to engage with the world critically and confidently. Promoting curiosity, critical thinking, and a growth mindset, we empower our students to become active, informed members of society. Collaboration and Community We value genuine connections within, among, and beyond our school community, fostering strong, positive relationships with students and their families. This partnership is crucial to ensuring each child feels supported, valued, and empowered to excel. School Values At Eynesbury Primary School, staff, students and families work together to build positive learning environments. Our school values are Excellence, Integrity, Community and Kindness. In 2025 we will commence implementation of the whole‑school framework School-wide Positive Behaviour Support (SWPBS). It provides a research‑based approach to promote positive behaviour at our school. The SWPBS approach has been developed from evidence and data, demonstrating the most effective ways to prevent and respond to major and minor behaviours, improve school culture and increase academic performance. Eynesbury Primary School’s Child Safety Code of Conduct 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 the Child Safe Standards. Eynesbury Primary Schools Child Safety Code of Conduct is available on the school's website. All successful candidates will be required to provide documentation outlining suitability to working with children. This organisation promotes the safety, wellbeing and inclusion of all children, including those with a disability. Eynesbury Primary School also promotes the safety and wellbeing of Aboriginal children and encourages applications from Aboriginal peoples. This organisation promotes the safety and wellbeing of children from culturally and/or linguistically diverse backgrounds and encourages applications from people from culturally and/or linguistically diverse background. Applicants are welcome to elaborate on experience they may have working with Aboriginal children and/or communities, children with disabilities and children from culturally and/or linguistically diverse backgrounds. If you are interested in joining our amazing team of educators, are passionate about learning and student success, we’d love to hear from you. We encourage you to arrange a tour of the school with a member of our Leadership team. A copy of your application and key selection criteria can also be emailed to ************@education.vic.gov.au , attention to the Principal. 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. Program Benefits - Graduates Information about benefits not provided. 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‑curricula programs Who May Apply - Graduates 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, 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 Applications must include: A cover letter providing contact information including home address, email and phone number. A CV with a summary of: Experience Qualifications Current VIT registration number and details The names, email addresses and contact details of three referees Your written responses to the Key Selection Criteria For ease of handling by the school, all documents can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document. All applicants should ensure that their personal profile on Recruitment Online is up to date. Applicants seeking further information about the school or this position, are encouraged to: Visit the Eynesbury Primary School website at Contact the Principal, Mrs Dawn Vassallo, prior to the closing date of applications on or email ************@education.vic.gov.au Applications can also be emailed directly to the school prior to the closing date at ************@education.vic.gov.au 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 programs 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. Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr