Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Graduate Teacher Program Occupation: Classroom teacher Location: Hume - Towong Reference: 1516926 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 Tallangatta Secondary College is a small, country, coeducational secondary college located 40 kilometres northeast of Wodonga. The school draws its enrolment of 290 students from local schools within the Kiewa Valley and the broader Wodonga district. The College currently has 50 staff - 3 Principal staff, 28 teaching staff and 20 Education Support staff). Our current Student Family Occupation (SFO) is 0.42, with no students from a Language Background Other Than English (LBOTE). Our Vision Tallangatta Secondary College is committed to empowering all to become resilient and confident lifelong learners with a strong sense of self and community. Our Mission To maximise each student¿s achievement and learning growth by progressing student learning for every student, every day. To optimise each student¿s wellbeing and engagement in learning by empowering student agency. To build a culture of continuous improvement where high expectations, collective efficacy and accountability is our agreed moral purpose. Our Values Having shared values helps us to set expectations of how we should all behave and treat each other to become a school community that values high performance, strong accountability, positive school culture and continual learning. Living our values shows us at our best and helps us achieve the goals of this strategic plan. At Tallangatta Secondary College, our values are Respect, Aspiration and Responsibility (RAR) and are embedded in all our actions and decisions as a school community. We are committed to providing a broad range of curriculum and extra-curricular programs, whilst maintaining a student-centred approach to meeting individual student needs. Students in Years 7-10 participate in a common curriculum at their year level to ensure access to all core learning areas (English, Maths, Science, HPE, Humanities). They are also provided with the opportunity to select electives from the areas of Visual Arts, Performing Arts, Technology and LOTE. In addition to this, students in Term 4 of Year 9 will undertake a compulsory Future Makers class in place of an elective, and students in Year 10 have the option of a Peer Support elective in Term 1. REAL mentors play an active role in monitoring and advising students of subject selections and are the point of contact for parents if they have concerns or questions regarding the process. Students recognised with particular strengths or areas in need of consolidation will be catered for as part of our Inclusive and Responsive Teaching Framework. We also proudly offer extensive VET and VCE to students in Years 11 ¿ 12 to ensure a managed individual pathway approach is taken as students¿ transition through their senior years of schooling. In addition to the curriculum unit offerings, the school offers a broad range of co-curricular programs including Student Leadership Team, Youth CFA, Tallangatta Herald Newspaper, Instrumental Music, Biennial Northern Territory tour. The College has a one-to-one provision of leased school nominated devices as a learning tool and utilizes Compass as the web-based school management platform. Eight cycles of GPA L reporting supported by termly Student Led Conferences (SLC) ensures learning progress is monitored, shared, and celebrated. A School Wide Positive Behaviour Support framework (SWPBS) builds a positive learning environment, along with our College values - Respect, Aspiration and Responsibility (RAR), 7 ¿ 12 REAL homegroups and REAL mentors. The College has a school nurse, Mental Health Practitioner and Chaplain. Tallangatta Secondary College supports teachers to reflect and build their capacity through collaborative structures such as Professional Learning Communities and Team Tuesday and Team Thursday. Effective Teaching Techniques (ETT) is our whole school instructional model. Applications close Monday 23 February 2026 at 11.59pm Posted 10 February 2026