Teacher Grad Recruit Program

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstratedbehaviours 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.

Role of range 1 graduates also includes

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.

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) viamarrung@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:

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.

Eligibility for incentive payments:

- The successful candidate is committing to a minimum of 1 year employment at this school
- The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
- The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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).

Thomastown East Primary School is located at 82 Cedar Street in the northern suburbs of Melbourne within a residential area close to extensive industrial and retail sites. The main boundaries that impact on enrolments are Dalton Road, High Street and the Western Ring road.

The current enrolment is approximately 330 students who represent numerous ethnic backgrounds. Enrolments for 2026 are expected to be above 340 students. There are a high percentage of students from a non-English speaking background and also a high percentage of students are from families that are eligible for the Education Maintenance Allowance. Our SFO is .50

We currently have a staff of 21.0 teachers including the Principal, an Assistant Principal and a Learning Specialist. Eleven Educational Support Officers provide support in administration and within classrooms. An Out of School Hours Care program operates before and after school throughout the school year.

Our student group changes over the period of the school year due to the fact that the school is located within a low rental zone. Therefore there is a ¿high mobility factor¿ which has a significant effect upon educational and attendance data. The changing demographic of the school continues to present a number of challenges as our enrolments, particularly at Prep level, often present with no pre-school experience. Therefore, we focus heavily on programs such as Oral Language, Mathematics and Literacy to ensure that all of our students have a concrete basis for present and future learning

We are committed to our school based literacy and numeracy programs to ensure that our students have the best opportunities to develop their numeracy and literacy skills.

Our school community supports the belief that successful education is dependent upon a quality partnership between parents, students and teachers. Thomastown East Primary School council and staff believe that every student has the ability to learn and that this best occurs in a secure, supportive and positive working environment. Parents, teachers and students work together to enable the students to reach their full potential.

The school has made a long term commitment to providing our students with the best opportunities for effective learning on a personal and collective level and improving student learning outcomes.

Thomastown East Primary School is committed to:

- The belief that every student has the ability to learn and that this best occurs in a secure, supportive and positive working environment.
- Developing high standards, inquiring minds and sound communications skills.
- Enabling students to reach their full potential.
- Building self-esteem, developing cooperative skills and providing students with a curriculum encompassing activities that are both challenging and stimulating.
- Literacy and numeracy being key areas of the curriculum.
- Integrating studies across the curriculum with an emphasis on incorporating information and communications technology.
- Providing quality teaching and learning experiences that meet the individual needs of every child.
- Team planning between staff members, professional development programs, regular program evaluation and a shared expectation of high standards.
- A quality partnership between parents, students and teachers.

At Thomastown East Primary School we are very proud of the children who make up our school and the part that we play in their development. We build positive relationships with our school community and nurture happy, confident and well balanced students. In partnership with parents we will work together to provide your children with the skills, knowledge and values that will support them as they grow up in a complex and changing society.

Please feel free to call the office to arrange a tour on 9465 3032 or contact the Principal, Jeremy Blaney directly on the following email: jeremy.blaney@education.vic.gov.au

Applications close Thursday 23 October 2025 at 11.59pm

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