Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Graduate Teacher Program Occupation: Classroom teacher Location: Gippsland - Wellington Reference: 1518053 Selection Criteria - Graduates 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. 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-curricula activities. Responsibilities - Graduates 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 - 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 (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au 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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https://www2.education.vic.gov.au/pal/child-safe-standards/policy 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. Information on the department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile The Cobains Primary School¿s vision for its students is for them to achieve academic success within a stimulating environment whilst cultivating the values of `Respect¿, `Accept¿ and `Try Your Best¿. We pride ourselves on delivering quality education opportunities to all students in an engaging and challenging environment.
Our school motto `Aiming High¿ encapsulates our desires and we are continually striving for excellence. Cobains Primary wants all students to feel valued and to become integral members of society.
The school was established in 1928 and has a proud tradition. Most of the surrounding area is farmland and the major employment in the area is farming and service to small-business ventures. The school is on a spacious two hectares of grassland with excellent facilities.
Cobains Primary School has three classes, F/1, 2/3/4 and 4/5/6. Our buildings comprise of a main building, which houses the office, staffroom and staff and student toilets, as well as a meeting room and a large open plan learning area, including stage and deck areas. We also have a well-equipped and modern art/science room and a portable building which houses a third classroom and library/ well being room. The school grounds include a bus shelter, a variety of playground equipment and a sensory garden with dry creek bed and boats built in, enlarged sandpit and a large mud kitchen. Last year we also added a new outdoor learning and performance space at the end of the main building, as well as an inclusive playground space with basket swing and rope climbing pyramid.
The school provides a welcoming and caring environment which appeals to many families, and the programs have good parent support and involvement. Cobains Primary School is a small school of 46 students, located seven kilometres northeast of the Gippsland City of Sale. The school is near the RAAF Base at Sale, from where it takes its logo and motto. The RAAF Roulette aerial displays are a regular exciting feature overhead. Students from the surrounding areas of Airly, Clydebank, Cobains, Maffra, Stratford and Sale make up the enrolment at the school. The majority of our students travel to and from school by private vehicle, whilst some travel on the school buses provided, including bus to and from Outside Hours School Care.
Staffing at the school consists of 4 Teachers including the Principal, three Classroom Teachers, and part-time specialists in Art, Music, Science/STEAM and PE. Weekly MARC Van visits are an important addition to curriculum, with sessions aimed at building a love of reading. The school has a 0.4 ES administrative position and seven Integration Aides. The school regularly combines with other local rural schools to access additional educational experiences such as sports, swimming, camps and cultural experiences. We also offer a comprehensive transition program for our prep and grade six students, as well as other new students enrolling at our school. Applications close Wednesday 4 March 2026 at 11.59pm Posted 19 February 2026