Ongoing Graduate Teacher - EAL - Cranbourne

Location Profile

Nestled in the vibrant Southeast region of Victoria on Bunurong land, Cranbourne Secondary College is a single, co-educational 7-12 school located in the City of Casey. In 2023 the College had an enrolment of over 1270 students with a similar number expected in 2024. The College supports an aspirant and diverse student and parent population. Our unwavering commitment to our students is evident in the robust support they receive throughout their journey within and beyond our institution. With a strong focus on academic and holistic well-being, we ensure that every student achieves their utmost potential.

We extend an open invitation to all potential candidates to explore our campus firsthand. By visiting the College, you will have the opportunity to acquaint yourself with our modernised facilities, meet our key faculty members, and determine whether Cranbourne Secondary College aligns with your educational aspirations. Your journey towards a promising future starts here.

Educators at our college support our students to succeed and support their individual needs with:

·  An exceptional Performing Arts Program which includes musicals, plays, talent shows, cultural festivals (our last 2 productions were written by our talented staff and our last musical was nominated for 14 awards, winning 1 award and winning 2 judges awards) The following clip includes snippets of our yearly talent show Show Up!

·  A state-of-the-art Sports Stadium hosting our basketball academy program launching in 2024 in partnership with Casey Basketball.

·  An excellent Visual Arts Program, showcasing works annually in our Senior Arts Festival.

·  An Accelerated Learning program.

·  An engaging Alumni program that fosters a vibrant connection between former students and our College, as they return to our campus to collaborate with and ignite inspiration among our current student body. See one of our career events by exploring this video: Cranbourne Secondary College Alumni Event.

·  Celebrated differences where we recognise and celebrate individuality through key events resulting in students know that they are welcome, supported and always able to be themselves.

·  A proactive and supportive approach to teaching behaviours ad fostering positive relationships through our SWPBS (silver recognition) and Berry Street Education.

·  Dedicated activities that allow for staff and student interaction and festivities outside of the classroom. For example, our Colour Carnival, sport days, lunch clubs to name a few.

·  Free onsite tutoring available for students in all year levels afterschool.

·  Differentiated learning programs to support students at all levels of their learning.

·  A variety of evidence-based targeted intervention programs.

·  Student Voice and Agency opportunities such as SRC, Class Captains, MultiPride and Teach the Teacher program.

·  Senior Pathway choice ¿ our senior school program is designed from student choice and thus VCE subjects offerings are extensive.

·  Dedicated VET facilities including a commercial kitchen, fitness room and engineering building and construction area.

·  See what our students think:

We welcome our new staff by providing the following supports:

·  Ongoing staff induction for all new staff where you receive support throughout the year.

·  All teaching staff are appointed their own buddy to support their acclimation to the college. In addition to that, they are supported by our dedicated experienced mentor and Leading Teacher responsible for induction. All graduate teachers are also allocated an individual mentor.

·  Intensive support for VIT registration for all graduate teachers from their mentor and Professional Learning Leader.

·  Teaching and learning programs developed by staff collaboration using evidence-based practice.

·  An active Staff Association with activities throughout the year promoting work-life balance.

·  Learning Specialists provide ongoing support in engaging with our teaching and learning program and instructional model.

·  Ongoing professional development and support.

·  Growth and leadership opportunities.

Prospective candidates are encouraged to submit a single, comprehensive attachment containing both their resume and a well-crafted response to the selection criteria. We value your time and expertise, and there is no need for redundancy through the inclusion of duplicate information already present in your application.

We welcome all prospective applicants who share our College values to join our team:


Curiosity drives students to engage with broad ranging learning opportunities as explorers, thinkers, collaborators, communicators, problem solvers and evaluators.  Our culture of excellence promotes the personal growth and creative expression that emerges as learners develop a deep understanding of themselves, others and the world.


Nurturing, respectful relationships are at the heart of our care network because we want everyone to be known, feel connected and valued, reach their potential and thrive.


We are strengthened by the connection, belonging and diversity that characterises our inclusive learning community. It galvanises our journey of understanding, support and celebration together, and is warmly extended to our alumni, and our local tertiary and industry partners.


Encouragement to learn and grow for the purpose of making a unique contribution in their time and place inspires our students to be and give their best.  The reward is personal and collective fulfilment and joy.

Program Benefits 

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment. 

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


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 organization of co-curricular 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 

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. 

Conditions of Employment 

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. 

The 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 

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 interest in working with students with Special needs. 

EEO AND OHS Commitment 

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). 

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: [email protected] 

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: 

Child Safe Standards: Policy | 

DET Values 

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at: 


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 complete.

Closed 2 months ago
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Closed 2 months ago
  • Job type:Graduate Jobs
  • Disciplines:
  • Work rights:
    Australian Citizen, Australian Student Visa,
  • Locations:
    Victoria, Melbourne

    Jan 2024 (approx)

  • accepts international


  • Closing Date:2nd Oct 2023, 12:59 pm


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