Graduate Teacher Program

Reference: 1192471

Location Profile

Lancefield Primary School, established in 1858, is situated in the semi-rural township of Lancefield, sixty seven kilometres north of Melbourne in the Macedon Ranges. Residential areas are developed alongside a rural farming existence. Our student enrolment is approximately 160 students. We have supportive parents, families and community groups who contribute to the wellbeing of our school by assisting with the maintenance of the grounds, classroom programs, whole school activities and the Stephanie Alexander Kitchen Garden Program. We are a School Wide Positive Behaviour School with a strong focus on mental/social/emotional wellbeing for all. The implementation and explicit teaching of the You Can Do It program, Berry Street Education Model and RRRR provides our students, staff and families with strong social/emotional wellbeing and mental health support and strategies. We are an inclusive school and make reasonable adjustments to ensure all students are supported in reaching their full potential. Student leadership is encouraged and promoted through year 6 student leaders, student council and junior and senior green teams, river detectives and the chook team. All of our students are supported with their learning through our ICT program with years 3-6 participating in the bring your own chromebook program.

The High Impact Teaching Strategies (HITS) and Practice Principles provide direction for our teaching practice with a strong focus on improving numeracy and literacy outcomes. Our teachers work collaboratively to plan and implement programs such as Jolly Phonics and the Seven Steps Writing program. Our current specialist classes are Visual Arts, Music and Physical Education. Indonesian lessons are taught by classroom teachers. Extra-curricular activities include excursions, incursions, camps, choir, an instrumental program (keyboard and guitar) and participation in district sporting events.

We have a strong focus on sustainability across all we do at LPS. We are now proudly part of the Stephanie Alexander Kitchen Garden Program which provides a range of academic, social/emotional benefits to all of our students. Our new learning space developed throughout 2019 ( the Wil-e-mee Moor-ing centre) incorporates a four station SAKG kitchen area, library and science area. Our vegetable garden beds are continually tended to by students and parent garden group.

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.

SC6 Demonstrated capacity, skills and initiative to support improved learning outcomes for students with challenging behaviours/learning difficulties/anxiety or behaviours associated with Autism Spectrum Disorder.


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

    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

Other Information

No job description available

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.