Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Graduate Teacher Program
Occupation: Classroom teacher
Location: Melbourne - Eastern suburbs
Reference: 1497154
We are looking for staff to join our team in 2026 who:
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 2026, we will continue to engage with experts, 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:
At Tier 2:
At Tier 3:
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 enrolment 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.
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:
Additional responsibilities may include but are not limited to:
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
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
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
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:
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.