Graduate and Emerging Teacher Mentor

Overview

Work Type: Fixed-term - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 4

Occupation: Education and training

Location: Hume - Wodonga

Reference: 1530882

Selection Criteria

Your application for this position should specifically address each of the selection criteria below. Short listing and selection will be based upon responses to these selection criteria and key responsibility areas.

• Demonstrated knowledge of effective teaching and learning practices in the Middle Years (Years 7¿9).
• Demonstrated capacity to coach and mentor early career teachers to improve practice.
• Strong understanding of curriculum planning, assessment and differentiation.
• Highly developed interpersonal and communication skills.
• Demonstrated ability to analyse data to inform teaching practice.
• Commitment to collaborative practice and professional learning.

Role

The Graduate and Emerging Teacher mentor is responsible for building the instructional capacity of early career teachers, graduate teachers and Permission to Teach (PTT) staff within Wodonga Middle Years College.

The role focuses on instructional coaching, classroom observation, feedback, and professional learning to strengthen teaching practice and improve student outcomes. The position works under the direction of the Assistant Principal ¿ Teaching and Learning and aligns with the College¿s Annual Implementation Plan and Strategic Plan priorities

Responsibilities

Instructional Coaching

• Provide structured mentoring and coaching to graduate and PTT teachers.
• Develop and implement individual coaching and development plans.
• Support teachers to align practice with the Victorian Teaching and Learning Model (VTLM) and school instructional model.

Classroom Observation & Feedback

• Conduct scheduled and informal classroom observations.
• Provide clear, timely and actionable feedback based on evidence of practice.
• Support teachers to reflect on practice using the AITSL standards and school improvement priorities.

Curriculum & Planning Support

• Support teachers in curriculum planning aligned to the Victorian Curriculum 2.0
• Assist with development of high-quality unit and lesson plans.
• Support assessment design, moderation processes, and use of formative assessment practices.
• Guide effective differentiation to support diverse learners in Years 7¿9. Professional Learning & Induction
• Contribute to induction programs for graduate and PTT teachers.
• Facilitate professional learning sessions aligned to school priorities.
• Support provisionally registered teachers in meeting VIT requirements.
• Maintain documentation relevant to graduate teacher progression processes.
• Supports PTT teachers with their GTPA final assessment. Data & Improvement
• Support teachers to analyse student achievement and engagement data.
• Assist staff to implement strategies that respond to student learning needs.
• Contribute to school improvement initiatives related to teaching and learning. Collaboration
• Work collaboratively with Learning Area Leaders and Engagement and Wellbeing teams.
• Provide regular updates to the Assistant Principal ¿ Teaching and Learning.
• Contribute to a culture of reflective practice and continuous improvement.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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 [email protected]

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

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.
• 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

Location Profile

Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.

Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.

The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.

The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students and the staff understand the importance of engaging their learners.

Our Mission - To be a student focused learning community from which our graduates will:

• Be confident, capable and self-motivated.
• Be comfortable living in a world of diverse people, cultures, and beliefs.
• Be able to establish and maintain effective relationships.
• Be tolerant and act with empathy.
• Be respectful of self and others.
• Make meaningful contributions to society ¿ the local and global community.
• Demonstrates intellectual tenacity and persistence in problem solving
• Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.
• Respond positively and appropriately to change and challenges.
• Set high expectations for themselves and act to meet those expectations.
• Flourish in a digital world and be a skilled user of evolving technologies.
• Be aware of post school options and successfully access them.

In the Middle Years College:

• Teachers specialise in meeting needs and improving outcomes for middle years students.
• Teachers generally work in a house across year levels.
• There are improved leadership options for Year 9 students.

The Middle Years campuses have the scope to develop a variety of programs emphasising:

• Victorian Curriculum
• AVID (Advancement Via Individual Determination)
• TLI (Targeted Literacy Intervention)
• AAP (Academic Advancement Program)
• Sporting Excellence
• Civics and Citizenship
• Excellence in The Arts and Technologies There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College. Common report writing, timetabling, roll marking and student management software is used at each campus. There are expanded curriculum offerings for middle years including:
• Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.
• The two campuses offer language ¿ Indonesian
• Middle Years programs are not restricted by timetable constraints of senior campus requirements.
• Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.
• Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.
• There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses. Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School.

Applications close Wednesday 24 June 2026 at 11.59pm

Posted

11 June 2026