2025 Graduate Teacher Program - Ongoing

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 This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
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-curricular 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.
EEO AND OHS Commitment 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all.
We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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.
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.
Location Profile Lyndhurst Primary School (LPS) is located in the Marriott Waters Estate in Lyndhurst.
The school opened for all levels, Prep-6, in 2011.
Lyndhurst is a Public/Private Partnership School that lies in the south-eastern growth corridor, in the City of Casey.
The school opened with approximately 150 students and rapid growth has occurred in the first few years of its existence.
Currently there are 950 students in 2024.
Lyndhurst Primary School, like several other schools around the state, is part of a partnership agreement between the Victorian State Government and Axiom Education, a private consortium.
Whilst Axiom and its partners are responsible for the construction and on-going maintenance of the school facility, in every other respect, Lyndhurst is a state government primary school.
A school for the community More than the location, the facilities and the resources in a school, it is the people that give a school life and define its character.
In an environment in which teachers work in a supportive, respectful workplace, where students are engaged in meaningful and relevant learning tasks in safe and encouraging surroundings and where parents can constructively participate in an inclusive, welcoming school, real education can take place, not only for each child but on a broader community level.
The Lyndhurst community is highly diverse from both a cultural and socio-economic standpoint.
Currently, approximately 60% of our students list English as their second language with families representing 50 language groups and 45 countries of birth.
This rich socio-cultural mix is a significant feature of the school.
A school of three strong cultures At Lyndhurst, we are building three active cultures that intertwine to create an environment that encourages success in student learning and academic results as well as high standard student interactions and behaviour.
The first culture is one of high expectations of the students.
High expectations by teachers of their students are translated into high expectations of the school by parents.
The second culture is one of high expectations by teachers of each other.
I believe that, to all members of our staff, it means something significant to work at Lyndhurst PS.
The third critical culture is one in which students have high expectations of each other.
Teachers at LPS establish rigorous systems of accountability, by which student and school performance can be evaluated.
At LPS all teachers promote learning and improve learning outcomes by ensuring: The learning environment is supportive and productive The learning environment promotes independence, interdependence and self-motivation Students are challenged and supported to develop deep levels of thinking and application Should you have further queries regarding the position, please contact the school on 03 8768 6700.
Job type: Full time / From 28/01/2025 Job classification: Graduate Teacher Program Contact: #J-18808-Ljbffr