Graduate Teacher Ongoing 2027 in Canberra

As Gilgai Plains Primary continues to grow, we are seeking caring and kind educators who are willing to continually improve their knowledge and skills to support the learning outcomes of our engaged students. We are proud to have a stable and consistent team of teachers and support staff who love Learning Together within a positive culture of Zest and Respect for each other and for our students and community.

If this aligns with your values and passion for evidence-based pedagogical practices, we warmly invite you to apply and become part of our amazing team. Please feel free to call and come in for a tour with our Leadership Team.

Kalkallo is a young growing community of diverse families and backgrounds. Gilgai Plains Primary School is located in the Cloverton Estate and is a community hub that reflects the needs and aspirations of its families. Our beautiful school opened in 2022 and caters to the diverse needs of all students and supports the needs of a vibrant and growing community.

Our vision is to develop confident, resilient and resourceful thinkers who strive to achieve their best and contribute to make the world a better place.

Gilgai Plains Primary School has a strong and dedicated staff who are supported to continually improve their practice and their impact on student learning outcomes. Our instructional practices are based on the Science of Learning and a strong body of research supporting a systematic, explicit approach, particularly when it involves learning new concepts and operations.

Our leadership team oversees consistent staff professional learning to continue to build the knowledge and skills of our teachers. Gilgai Plains Primary implements a school-wide instructional model which is Explicit Direct Instruction (EDI). Our teachers model the learning process of new concepts for students by using an 'I do, We do, You do' strategy and provide students with purposeful and understandable feedback to support achievement and success.

We have an experienced and supportive student wellbeing team to enhance our commitment to ensure all students' specific learning needs are met and to assist in the development of safe and supportive learning environments for all of our students.

Mission:

• Teaching and reinforcing how to be kind to self, others and our environment
• Ensuring students feel safe, happy and well
• Greeting students with a smile and a hello and helping them to love coming to school
• Ensuring each student is seen
• Teaching students to be literate and numerate and give them experiences to continually grow and succeed
• Providing diverse learning opportunities
• Supporting students to work hard and allow others to be their best
• Helping students to have at least one good friend and teaching them how to make friends and keep friends
• Being the person they can go to when needed
• Teaching students to work and play by our values

Values:

• We act with KINDNESS
• We behave with RESPECT

Selection Criteria - Graduates:

• 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.
• 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.
• 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.
• 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.
• 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 Role:

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:

• 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

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.

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.

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.

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.