Graduate Teacher - Hume Valley School

  • Victoria State Government - Education and Training
  • Hume, VIC, Australia
  • 13 Oct, 2021
Full time - Fixed Term Graduate Teacher Teaching - Primary Teaching - Secondary Teaching Aides & Special Needs

Job Description

Job ID 1244907
Location  Hume Valley School
Department  Hume Valley School
Role Type  Primary/Secondary Teacher
Subjects/Duties  View Subject/Duties
Full/Part Time  Full-Time
Ongoing/Fixed Term  Fixed Term
Classification Graduate Teacher Program
Apply By  10/26/2021
Other Information  
Begin Date  01/28/2022
End Date  01/27/2023
Hours  38.00
Contact Name  Janine Sianidis / Emma Lawless
Phone  9309 6664 / 9309 3477
School Website

Location Profile

Hume Valley School is a special school with a current enrolment of 372 students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.

The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our newly established Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodate our students from Year 3 to Year 6, inclusive and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.

School facilities include:

  • a large gymnasium, stage and performing arts centre
  • fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills
  • a well-equipped food technology centre
  • a school cafe
  • a visual arts room and project room
  • traffic safety education course and teaching facilities
  • eLearning Centre
  • First Aid and change room facilities
  • Fully accessible and inclusive learning spaces

Our Vision is to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.


The school values, Respect, Responsibility and Resilience are embedded in all school policies and practices. At the centre of the school’s values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.

Teaching and Learning

The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.

The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a PreCAL pre-vocational course, while Year 11 and 12 students undertake Foundation Level VCAL, a range of VET in Schools subjects and School Based Apprenticeships.

The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.

Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student’s abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.

Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.

All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.

School Community

The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.

Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meeting, events and information sessions.

A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.

The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.

The school has nominated to appoint a Numeracy Leader. This Learning Specialist Numeracy Leader position has proven difficult to staff due to the level of knowledge and expertise required to address the complexity of the learning needs of our students.

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.


Special Needs

School Type


Job Closing Date

26 Oct, 2021