Graduate Teacher Program (Graduate Teacher Program)

Schools (Government)

Koo Wee Rup, VIC

Posted 8/10/2019

Location Profile

Bayles Regional Primary School is situated on Ballarto Road, Bayles, approximately 15 minutes south east of Pakenham and 5 minutes travelling east from Koo Wee Rup. Bayles is approximately 70 km from the Melbourne CBD and is in a predominantly rural farming area. The school is well maintained and offers excellent facilities for its students. The current enrolment of the school is 158 and is expected to increase slowly over the next five years. We have 8 classrooms and offer specialist subjects in Auslan, Physical Education, Performing Arts and MARC Library Van. Bayles Regional Primary School serves the educational needs of the small townships of Bayles, Catani, Caldermeade, Yannathan, Cora Lynn and Koo Wee Rup. The school is increasingly enrolling students from the south-eastern corner of Pakenham. Aspects of the traditional culture of BRPS are changing as the population and demographics are changing. At present, no students at the school identify as Aboriginal and Torres Strait Islander (ATSI) and no students speak English as their second language.

We believe that direct instruction should remain a primary focus. This means that particular skills of reading, writing, and mathematics are taught to children using evidence-based pedagogical strategies. We recognise that children become engaged in learning when tasks have a purpose in their lives. Therefore, creating meaningful student-centred tasks that allow children to explore their passions and interests is also of importance at this school. Whilst the unique and individual qualities of every teacher in delivering the curriculum in their classroom is recognised and celebrated, the school will aim for consistency of teaching approaches across each year level as a further focus point. Having this as a primary focus will also assist children’s development in specialist programs and extra-curricular activities.

A variety of intervention and extension programs, both within and beyond regular classrooms are designed to cater for the individual needs of our students. There is a strong environmental focus within the school. Students are involved in a variety of projects including litter reduction, caring for live animals and cultivating the wetlands (The Frog Bog). The physical environment of the school is well developed and attractive, with both passive and active areas for students and community use.

The school has excellent learning and teaching facilities including an open plan building which currently houses our junior students. The school has two relocatable buildings, a science room, Administration area and staff facilities, a dedicated visiting teacher/support service officer room, a music and assembly room and a Physical Education building. Bayles Regional Primary School effectively utilises open-plan style classrooms to make use of flexible learning spaces. This configuration is ideally suited to the family orientation of the school, and assists our students in using mobile digital devices within our learning spaces.

Selection Criteria

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.


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.


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

- 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

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

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

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