Maths/VCE VM Numeracy (Graduate Teacher Program) in Melbourne

Pakenham Secondary College is a Year 7-12 College located within the Cardinia Shire on Melbourne's South East fringe. The school serves a large and diverse community within a designated urban growth corridor. The College is committed to providing all students with learning opportunities designed to develop socially responsible citizens and build pathways to their futures. We are committed to continuous improvement and value growth through connection.

The key values that underpin all our work at the College are based around the acronym SOAR:

• Social and personal responsibility: Everyone is accountable for their own actions and shares responsibility for the development of a positive learning environment.
• Opportunities for all: All members of the school community are provided with a variety of learning opportunities to further develop themselves and participate in the decision-making process of the school.
• Achieving personal best: There is an expectation that all members of the school community commit to a culture of excellence, recognising the importance of productive relationships, with all members showing respect for themselves, others and the environment.

The school community has become increasingly diverse with students from a variety of ethnic and racial backgrounds creating a diverse school population. It is anticipated that student enrolment numbers will be approximately 1250 in 2027. We offer outstanding opportunities to our students in areas important to our College Community: Learning growth and pathways, Sport, Performing Arts, Student Leadership and our Community.

The curriculum across Years 7 and 8 is based around a core plus elective model. Students in Years 9 and 10 combine their core subjects with more elective choices in areas of interest to them. Year 10 students also have the opportunity to access a VET or VCE subject. Senior students are able to access the VCE (VCE, VCE Vocational Major and the Victorian Pathways Certificate) and a variety of VET courses and School Based Apprenticeships. The school is committed to supporting students in achieving at least one qualification upon the completion of their Secondary Education.

The school recently completed a new Strategic Plan (2025) focused on improving student learning and wellbeing. Key Improvement Strategies include:

• Strengthening the Professional Learning Communities approach through collaborative inquiry, improved use of data, feedback and peer coaching.
• Developing, implementing and embedding a whole school approach to formative and summative assessment.
• Auditing, adjusting, monitoring and embedding the instructional model aligned to the VTLM 2.0.
• Embedding multi-tiered systems of support that enhance student wellbeing, engagement, and inclusion.
• Enhancing student voice and agency, a sense of belonging and school pride across the school community.

The College has recently received $11.3 million in funding as part of a Capitol Works Program with works commencing in 2024 and expected to be completed by the end of 2026. Our College has also further developed its International Student Program, viewing it as a means of adding to our already rich cultural diversity.

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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website.

The school's preference is for the successful candidate to work over 5 days per week with a start time of 8.30 a.m. and finish time of 4.30 p.m. on afternoons where there are meetings (typically, Mondays and Tuesdays are our Meeting Days throughout the week).

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.

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

• 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.

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).

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.

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.

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; 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.