Ongoing Graduate Teacher - Primary Teaching - Barton Primary School

Location Profile
We are looking for staff to join our team in 2025 who:
Are passionate about teaching and fostering a love of learning for all students.
Are open to continuous professional learning.
Are committed to creating inclusive, engaging, and differentiated learning experiences.
Utilise evidence-based teaching practices to drive student and teacher success.
Promote student wellbeing and demonstrate empathy and understanding of diverse backgrounds.
Demonstrate strong communication and collaboration skills within a school community.
Can contribute positively to the school's culture and values.
See 'other information' to learn about our graduate program. We also encourage you to take a tour of our school, as it provides the best opportunity to experience our environment, meet key staff and determine if it's the right fit for you. To make arrangements contact the school on 8766400 or[email protected]
Joining Barton Primary School means becoming part of a highly collaborative and supportive learning environment, beginning with a strong induction program designed to help new members integrate with our culture of high expectations, with high support. We focus on continuous growth through coaching from our Learning Specialists, whole school professional learning schedule and the Professional Learning Communities (PLC) inquiry cycle.
In 2025, we will continue to engage with experts, Bronwyn Ryrie-Jones, Ryan Dunn and Bryan Jeffrey, who will further support staff and teams to develop a consistent and evidence-based approach to teaching, which ensures maximum growth for all students in both learning and wellbeing.
At Barton Primary School, we have a shared belief that all students can achieve high standards with high expectations, high support and early intervention. We have a whole-school approach to delivering a comprehensive learning program designed to foster and promote a positive experience. We do not prescribe to any one program, instead providing training for staff in evidence-based teaching strategies aligned to how students learn. Multi-Tiered Systems of Support (MTSS) are essential to provide the support needed for all students to succeed. This includes small group and 1:1 phonics intervention, classroom-based support and a collaborative approach to monitoring student progress through PLCs.
We are looking for teachers with an interest and commitment to professional learning in relation to the Science of Learning and Explicit Instruction. Experience in these teaching approaches is not a requirement, just an openness to learn!
Barton has built an inclusive wellbeing approach that celebrates diversity. We believe that a strong foundation in wellbeing enhances student engagement and overall academic achievement. In partnership with our teaching and learning MTSS, Wellbeing and Inclusion have several practices at each level.
At Tier 1:
Barton is a School Wide Positive Behaviour School, where our school valuesBe SafeBe a LearnerBe RespectfulBe Kindunderpin our expected student behaviour. Using our values of expectations with both positively acknowledge behaviour through 'Classroom Dojo' but also explicitly teach and reteach behaviour.
To support our SWPBS program we utilise the Rights, Resilience and Respectful Relationship program to explicitly teach and model Social Emotional Learning.
Our classroom routines are formed and reinforced by trauma informed practice. The school utilises current research to create classrooms that are consistent, predictable and have strong taught routines.
At Tier 2:
Our Youth Worker team work across Tier 2 and 3. At Tier 2, they implement intervention groups supporting identified students from the PLC in building social and emotional groups.
As a Community Hub Australia school, we offer a range of program for parents. The programs aim to support members within our community learning English and Vocational skills.
The school has several engagement opportunities for students who may require additional opportunities to connect with school examples of these are Melbourne City Soccer, Human Power Vehicles, FEAST Cooking Program, Girls Literacy Circle and Lunch Time Clubs.
At Tier 3:
Our Youth Worker program at Tier 3 support students individually with things like transitions, de-escalation and 1:1 check ins.
The Inclusion team support in a wide range of ways including supporting families with diagnosis, applying for funding, creation of learning plans and supporting teachers with adjustments in the classroom.
To support consistency and development of these areas' high quality professional development, peer mentoring and coaching is available to all.

Other information

At Barton Primary School, we are dedicated to supporting graduate teachers during the initial stages of their teaching careers. Our two-year Graduate Program is designed to provide comprehensive support and opportunities for professional growth.

What we offer:

Structured Induction Process:Graduate teachers are guided through an induction process aligned with our school values and educational beliefs. This includes observations of exemplary practice and opportunities to work with their Professional Learning Community (PLC).

Dedicated Mentoring:Graduate teachers receive weekly time release to work collaboratively with their mentor. This time is dedicated to improving classroom practice through goal-setting, reflective practice, and observations of experienced teachers. All mentors attend VIT's Effective Mentoring Program so that they can best assist graduate teachers in gaining their full registration through the VIT Inquiry process.

Targeted Professional Learning:Graduate teachers participate in professional learning with our graduate cohort three times per term. These sessions are tailored to meet the specific needs of graduate teachers, including classroom management, planning and assessment and engagement with our school community.

Collaborative Environment:Working within a PLC ensures shared workload, collective responsibility and guidance from experienced colleagues. Graduate teacher classrooms are placed near experienced teachers, which enables team teaching opportunities.

Focus on Wellbeing:Graduate teachers are supported through regular check-ins with Leadership. We also hold regular afternoon teas for graduate teachers to meet and connect with one another. All teachers are supported through challenging situations with guidance from our Wellbeing and Inclusion team and Leadership.

Career Start Program:Eligible graduate teachers participate in the Department's Career Start program during their first year of teaching. This program provides targeted professional learning, networking opportunities and additional time release from face-to-face teaching to work alongside their mentor in developing their classroom practice.

Barton Primary School is a large primary school in Cranbourne, in the City of Casey, 5km from the main street of Cranbourne. The current enrollment is 1120 students.
The current school profile includes five Principal Class, four Learning Specialists, two Leading Teachers, seventy-five Teachers, three Tutors, five Youth Workers, thirty Educational Support Staff and nine Administration Support.
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.
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 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.
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[email protected]