2026 Graduate Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Graduate Teacher Program

Occupation: Classroom teacher

Location: Melbourne - CBD and Inner Metro suburbs

Reference:

Selection Criteria - Graduates

Please consider the nature of our educational setting when responding to these criteria, namely, our philosophy of practice, emphasis on Professional Learning Teams and our focus on data for excellence in student outcomes.

Each applicant must address the below selection criteria:

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Additional Notes:

• Please provide (a) Cover Letter, (b) CV and (c) KSC in a single PDF Document.
• Process may involve (a) teaching demonstration in front of actual class, (b) team group exercise and (c) individual interview.
• Any Visa conditions must be declared in the original written application.
• Both LANTITE and VIT status may be requested prior to interview.

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.

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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

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. 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:

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.

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

Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

An Information Session will be held via Webex on Wednesday 3rd September at 6:30pm.

This will provide further information about our context, values and approaches.

A School Tour will be held on Thursday 4th September from 5:00pm-5:45pm.

This will provide an opportunity for interested applicants to see our learning spaces. Please arrive at the main gate on Douglas Street (labelled Gate 2).

To register your interest in attending the Information Session and/or School Tour please fill out the SurveyMonkey form at by 4:00pm on Monday 1st September.

• We have historically high NAPLAN, Parent Opinion Survey, School Staff Survey and AtoSS (Student Survey) results. Click here to see an infographic.

We aim to shortlist candidates by Wednesday 10th September for potential interview dates in the Week starting Monday 15th September.

South Melbourne

South Melbourne Primary School acknowledges the traditional owners of the land on which we are located; the Wurundjeri peoples of the Kulin Nation.

At South Melbourne Primary School, we aim to be an outlier in excellence for the benefit of our students, their families and ourselves. 2026 will be South Melbourne Primary School¿s 9th year of operation. Setting up a new school has allowed us to select staff who are determined to implement effective, evidence-based approaches and processes. Our values of Character, Community and Learning form the basis of everything we do.

Purpose: We care for and educate children so that they are safe, happy, connected and achieving.

Vision: Inspiring hearts and minds to thrive

Values: Character, Community and Learning

Character: Our People. Strong Together

Creating a warm, inclusive culture is important to us. Equally, there is a high sense of expectation running parallel to our work. Our staff are united in aspirations for academic and behavioural excellence. Our staff plan and collaborate in Professional Learning Teams, building each other¿s knowledge. Our staff practice GEMS (Gratitude, Empathy, Mindfulness and Show More Love) in Staff Huddles, meetings and daily interactions.

We mindfully build strong character in our students. We refer to our Big 10 Essential Habits regularly. These are based on core traits that we want to embed in the behaviour, work habits, social skills and effort of our students. We hold blitzes on key areas of character, such as manners, to ensure our standards never slip. Emotional intelligence and self-regulation are actively taught to students through weekly lessons focussed on social and emotional learning.

Learning: Our Program. Be your best in your practice

Literacy and Numeracy are our lead academic ideals. All staff are trained and supported to understand the purpose and effective implementation of these subjects at our school. We base our work in recognised theories of cognitive science and Explicit Direct Instruction. We use defined approaches and programs to turn these theories into practice with exacting standards. We measure our progress in all these aspects through rigorous data collection and analysis ¿ for staff, students and families. We strive for program consistency to achieve a `low variance, high fidelity¿ curriculum so that every child has the best opportunity to succeed.

Coaching, observation and feedback occurs in Professional Learning Teams and across our staff to support our pursuit of practice improvement.

Our Specialist Programs provide outstanding opportunities for students to find and hone talents in the areas of Music and Performing Arts, Visual Art, Mandarin and Physical Education.

Community: Our Place

Our students come from every corner of the world. Each one adds to our school and we consider it a privilege to be able to educate them. We are proud to be a place where our community¿s multicultural backgrounds come together.

We approach learning as a partnership with the families of our students. We seek to engage our students¿ families through a range of in person and digital means. These include Celebration of Learning Days, assemblies, Seesaw and Compass. We report student progress, both social emotional and academic, to families transparently on a termly basis as we strongly believe that parents have the right to know how their child is progressing.

We often visit areas in the community or have visitors come to present to our students. We consider this part of a rich curriculum that inspires hearts and minds to thrive.

We form a strong partnership with the City of Port Phillip to provide wrap-around services including a Kindergarten, Out of Hours School Care, Sports and Recreation and Health Services.

Please be aware that there is no on-site staff car parking at South Melbourne Primary School. Staff can commute via public transport (a 96-tram stop is at our door), walk, ride or pay for parking on the surrounding streets if spots are available.

Applications close Thursday 4 September 2025 at 11.59pm

Posted

18 August 2025

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