2025 Graduate Teacher - Drama plus one other method - new school in Truganina opened in 2024

Location
Melbourne Western Suburbs VIC
 
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1482568
Location Profile
Graduate Teacher - Bemin Secondary College
Dual Campus - Dual Opportunities
Respect, Excellence, Innovation & Community
Bemin Secondary College requires staff who are innovative, flexible, and confident in their ability to contribute to the school community in order for the students to achieve their individual best learning and wellbeing outcomes. To work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.
Bemin Secondary College is located in the suburb of Truganina which is only:
15 min by car from Point Cook
15 mins by car from Caroline Springs
21 mins by car from Yarraville
26 mins by car from Essendon.
This dual campus new school presents a unique experience in being part of creating a culture of educational excellence which will serve the young people of the Truganina community. Graduate teachers are welcome to apply.
About the School:
Bemin Secondary College has opened across two sites as a dual campus school delivering Senior (10-12) and Junior (7-9) in January 2024. It is a co-educational school that will form part of a wider Truganina North Learning Precinct, which along with the secondary school will include a primary school and kindergarten on the same site. The Junior campus (Everton Road Campus, Truganina) will be able to enrol up to 600 students while the Senior campus (Morris Road Campus, Truganina) will be able to enrol up to 800 students when the first stage of the school is complete.
In 2025, Bemin Secondary College added two further year levels; Year 7 -8 at Everton Campus and Year 10 -11 at Morris Campus.
In the Victorian Budget 2021/22, Bemin Secondary College shared in $491 million allocated for new schools and received a further $41 million from the Victorian Budget 2022/23 for the next stage of construction. When the Junior campus (Years 7-9) opened in 2024 it included an administration and library building, two learning neighbourhoods, an arts and technology building, science and technology building and a community hub. In 2024 the Senior campus (7-10) opened including an administration building, library, learning neighbourhood, technology and science buildings and a community hub. Both environmentally sustainable campuses will include outdoor play and recreational areas, and car parks.
Vision:
At Bemin Secondary College all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.
Mission:
Bemin Secondary College mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The School will promote a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students will be supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.
School Expectations:
At Bemin Secondary College the expectation is that all teachers are committed to collaborating in a multidisciplinary way while working in a professional learning community. All teachers will have the opportunity to work across both campuses based on qualification and experience.
All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian curriculum. Along with the expectation that all students will achieve their best individual outcomes the School will be committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers will embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff will work in partnerships with parents and families to provide ongoing feedback about student learning growth and wellbeing.
From the foundation year, the School will make a commitment to building the literacy and numeracy skills of all students across both campuses.
Teaching and Learning
The School will have a continuing focus on establishing a strong Professional Learning community culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines in order to achieve maximum success at school.
If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.
School tours and further information about the school or this position are encouraged to:
Visit the Bemin Secondary College website: Bemin Secondary College | Truganina, Victoria (beminsc.vic.edu.au)
Contact the Principal Joanne Camozzato on 7300 7979
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.
Program Benefits - Graduates
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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
Other Information
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.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who May Apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
Eligibility for incentive payments:
The successful candidate is committing to a minimum of 1 year employment at this school
The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
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.
Applications close Tuesday 15 July 2025 at 11.59pm
Posted
2 July 2025