Graduate - Maths/Science

Job type: Full time / From 27/01/2025 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1439659 Job posted: 24/09/2024 Closes: 10/10/2024 Classification: Graduate Teacher Program Job duration: From 27/01/2025 Location Profile Boronia K-12 College, located in the outer eastern suburbs, is committed to developing students into responsible members of the local, national and global community.
To achieve this, we offer quality teaching and learning programs delivered by skilled and innovative professionals.
Our contemporary buildings and grounds provide a stimulating learning environment where students can maximize their potential.
At Boronia K-12 College we are proudly learning together .
The school is divided into three distinct sub-schools (of approximately 700 students), which facilitates a personal approach to each student's education and fosters positive relationships between students, teachers, and families.
Students at the college move through: Junior School, which incorporates our Early Learning Centre for three and four-year-old kinder, as well as our primary years, Foundation to Year 6.
Middle School, Years 7 to 9, which builds the foundation skills for achieving their goals in the secondary years.
Senior School, Years 10 to 12, that guides students to success along their chosen pathway.
Each sub-school provides students with experienced and talented staff and specialist facilities appropriate to the academic rigour of the programs.
Within our sub-schools, students experience the personal care of a Learning Mentor Teacher (Years 7 to 12) or a Classroom Teacher (Junior School) as their first level of support.
Teaching teams develop strong relationships with the students in their care, creating a sense of belonging and camaraderie within a secure and welcoming environment.
Additional supports are available to students through our Wellbeing Team, overseen by our Assistant Principal dedicated to Wellbeing and Inclusion.
The team consists of a full-time School Counsellor, Youth Worker, and Chaplain, supported by the Adolescent and Primary School Health Nurses, the Doctors in Secondary Schools program, and DET provided Student Support Services Officers.
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 personalize our approach to each student's education, supporting and extending them to reach their full potential.
Our College-wide Instructional Model and Learning Culture define the approach we take to teaching and learning.
This allows 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 through an increasing array of learning experiences within and beyond the college.
We are privileged to offer these programs within one of the most impressive school environments in the outer-east.
Please, go to our website to find out more about Boronia K-12 College.
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 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 organization 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 recognizes 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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.
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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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