Teacher Grad Recruit Program (Graduate Teacher Program)
Located in a picturesque setting near Arthurs Seat on the Mornington Peninsula, Red Hill Consolidated is a school committed to providing high quality, contemporary education. The school has an enrolment of approximately 620 students in 2020. Red Hill Consolidated School provides a progressive and dynamic teaching and learning environment through a shared pedagogical approach and a commitment to the development of all students. Red Hill is above all else an authentic learning community.
Red Hill Consolidated School provides a safe, happy and healthy environment in which all children can achieve their potential. Our educational philosophy operates under the belief that all students have a right to learn. We believe that all students can learn, surprise and amaze us with their understandings. We achieve this by providing a program that values creativity, appreciates diversity and provides challenge within a personalised and differentiated context.
Our broad range of academic and social programs is taught with inquiry as the lead pedagogical approach. Teachers provide learning experiences within a context ensuring that understandings are meaningful, engaging and relevant for all students. Students develop a high-quality skills base that supports their learning growth and prepares them for the challenges of the future. Our strong culture of health and wellbeing is built on a foundation that values relationships and builds capacity in students allowing them to become resilient individuals with a strong sense of self-worth.
Red Hill Consolidated School prides itself on being welcoming and friendly; the school community is viewed as an extension of the school family. The strong community at Red Hill Consolidated School is enhanced by the broad reach of our student population. The Red Hill Consolidated community draws from surrounding areas including Flinders, Main Ridge, Merricks, Merricks Nth, Point Leo & Shoreham. Many of our students are transported to the school via bus services. The parent body, including the School Council and local community show a great deal of positive support towards the school and its wide range of activities.
The school has extensive facilities and excellent grounds. The buildings are a unique design and are being developed to cater for the evolving learning needs of our students. The grounds include attractive gardens, an oval, engaging play spaces, an 18 metre swimming pool, kitchen garden and we are currently developing an outdoor learning centre. The school has a large hall, a BER stadium, a discovery centre, art facilities, music room, science laboratory, conference room and a vast array of mobile technology.
At Red Hill Consolidated School we are committed to providing a Contemporary Learning Experience for all students. Pedagogical features of this experience include:
• a learning environment that is student centred and involves learning through
social interaction and context.
• transparent and articulated learning goals and intentions.
• classroom and school wide learning agreements.
• teachers learning with and alongside students in partnership with shared
assessment and co-developed expectations.
• technology rich learning experiences.
• students being actively engaged in and reflecting upon experiences.
• students learning by building on what they already know.
• students developing higher-order thinking through guidance at critical points in
the learning process.
• recognition that students have different ways of learning.
• cognitively appropriate forms of instruction.
The school's vision is aligned with its motto: “To strive for and hold to the best.”
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.
SC6 Demonstrated capacity to implement a high quality, contemporary educational program using an inquiry based pedagogy within a primary school learning environment.
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
- Monitoring, evaluating and reporting student progress in key
- Implementing strategies to achieve targets related to student
- Maintaining records of class attendance and recording student
- Implementing effective student management consistent with the
- 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
- Contributing to a range of co-curricular programs
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.
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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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.
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.
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