newGraduate Teacher - Outdoor Education/Physical Education Year...

Date Posted: 5 days ago
Gippsland VIC

Job Description

Job Description

Location: Gippsland | Sale

Job type: Full time / From 28/01/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1244766

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 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

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 of Education and Training 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.

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

Other Information

Please ensure that your application includes:

  • a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
  • a section addressing the selection criteria and the requirements for application under the Who May Apply section
  • names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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


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

Sale College is a multi-campus Government school with a student population of 783 students. It was formed at the beginning of 1996 from the merger of two of Victoria’s oldest country secondary schools, Macalister Secondary College (est. 1885) and Sale High School (est. 1907).

Sale is a provincial city of 13,000 people set in the heart of Wellington Shire and home of the RAAF roulettes. Sale is surrounded by the Bass Strait oil fields and has a strong dairy industry. It is particularly well endowed with secondary and further educational institutions.

Sale College seeks to be recognised as a caring community of staff, students, parents and guardians providing excellent programs and services aimed at developing confident students capable of reaching their potential as valued members of the community.

Vision: For the college to be recognised as an educational leader that is highly effective and strives to deliver high quality outcomes in the areas of Student Achievement, Personal Attributes and Qualities as Learners.

Aim: Every student will learn, achieve and succeed. We will all make a difference.

Values: At Sale College we aim to instil in our students our three core values (Respect, Achievement and Belonging) to allow them to become valued members of the community.

The Macalister Campus, located in the central business district of Sale hosts all Year 10 and VCE students. The Guthridge Campus, situated on a seven hectare site located three kilometres east of the town centre, hosts students from Years 7-9.

The College provides a high quality curriculum in all of the eight curriculum areas of English, Maths, Science, Technology, Humanities, Languages Other Than English (LOTE), Art and Physical Education & Health, in accordance with the Victorian Curriculum, Victorian Certificate of Education (VCE) and Victorian Certificate of Applied Learning (VCAL).

At Year 7 to 9 levels, the College has highly successful Select Entry Accelerated Learning (SEAL) Programs, Literacy and Numeracy Intervention Programs and a Year 7 and 8 structure that sees students spending more time with fewer teachers. In Year 9 students participate in a Personal Learning program. At the senior level, students have access to a broad, comprehensive curriculum which provides pathways to employment, further education and tertiary entrance through the VCE and Applied Learning program. The College operates a Vocational Education & Training (VET) program in conjunction with Federation Training and other smaller Registered Training Organisations. It has developed community partnerships with a broad range of stakeholders within the Wellington Shire.

Students enjoy the schools 1:1 netbook program and have access to a wide range of extra curricula activities including a highly regarded Instrumental Music program.

Sale College has a guaranteed and viable curriculum developed around the Learning Architecture and including the instructional video; Gradual Release of Responsibility. PLC structures and protocols underpin the way teachers collaborate and use data to improve student outcomes within the Learning Architecture.

The College has a team’s approach to student learning and wellbeing at years 7 to 12. Learning Team Leaders work with groups of staff within these teams to form strong relationships with the students and a deep understanding of student needs.

Sale College provides safe, supportive and secure environments through an effective network of programs and organisational structures. Student management plans focus on positive reinforcement, clearly defined expectations and consequences that encourage students to take responsibility for their own actions. This is achieved through a restorative practice approach and School Wide Positive Support.

For more information about the college please visit our website

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