2026 Graduate Teacher Program

**Overview**:
**Work Type**:Ongoing - Full-time

**Salary**: Salary not specified

**Grade**:Graduate Teacher Program

**Occupation**:Classroom teacher

**Location**:Melbourne - Western suburbs

**Reference**:1490674

**Location Profile**:
**School vision**
- At Springside, we are committed to delivering excellence through evidence-informed practices. Our community works in harmony to develop confident thinkers who think, act, and adapt positively to an ever-changing world.

**Learning Today, Leading Tomorrow.**

**School values**
- At Springside, our values of Respect, Optimism, Responsibility, and Excellence guide everything we do. These values:

- Provide a foundation for evidence-informed decision-making and action.
- Shape the way we work together, in harmony, by fostering shared high expectations and norms.
- Keep our school community focused on what truly matters, ensuring a supportive and high-achieving learning environment with the student at the centre of all decision making.

**Context challenges**

**Student Learning Outcomes**
Numeracy: Improvement was evident, with most students performing at or above expected levels.
Literacy: Progress was less consistent, though most students remained at expected levels. Targeted intervention through the Tutor Learning Initiative (TLI) supported students requiring additional assistance.
High-ability students: The review highlighted a need for more responsive and adaptive teaching to extend students achieving above expected levels.
Students with disabilities: The Disability Inclusion process was introduced in 2024, with growing role clarity and structured support mechanisms in place.

**Student Engagement & Wellbeing**
Engagement: Some Attitudes to School Survey (AToSS) indicators declined over the review period, despite the introduction of classroom engagement norms and student agency strategies.
Connectedness: While the school established a tiered wellbeing support framework and a positive behaviour strategy, student connectedness remained a challenge. Attendance data showed an increase in students with more than 20 days of absence, prompting a need for strengthened attendance strategies and family engagement.
Koorie & Refugee students: The review noted the importance of continuing to embed culturally responsive practices and targeted support to ensure equitable outcomes for all students.

**School Practices & Teaching Approaches**
The school implemented a whole-school instructional model, incorporating evidence-based teaching strategies through professional learning. However, the consistent use of student data to inform differentiation and individual support remains a key area for development.
Professional Learning Communities (PLCs) were established, but further refinement is needed to ensure data-driven decision-making extends student learning.

**Intent, rationale and focus**

**Strategic Direction & Priorities**

Intent: What is the school striving to achieve?
Springside Primary School is committed to embedding an evidence-informed instructional model across the curriculum, ensuring high-quality teaching and learning practices. We aim to enhance teacher expertise in English and Mathematics, strengthen the use of student learning data for planning and differentiation (responsive and adaptive teaching), and deepen student cognitive engagement to maximise learning outcomes for all students.

Rationale: Why is this important?

Wellbeing is foundational to learning success. While the school has implemented a positive behaviour framework and wellbeing practices, there is an opportunity to further embed consistent social and emotional learning approaches. The transition to Disability Inclusion in 2024 presented an important opportunity to enhance inclusive practices, ensuring all students have the necessary support to thrive.

Building strong partnerships with families is key to student success. Raising awareness of teaching and wellbeing strategies within the wider community and refining attendance strategies will strengthen school-home connections and improve student engagement.

Focus: What are the school¿s priorities over the next four years?
- Teaching & Learning Excellence: Fully embed the instructional model, deepen teacher understanding of curriculum, and enhance the use of student data to drive differentiation (responsive and adaptive teaching) and impact.
- Professional Learning Communities (PLCs): Strengthen the use of evidence to measure and extend student learning outcomes. Increase collaboration, content and pedagogical knowledge of staff across the school.
- Student Engagement & Wellbeing: Further embed the positive behaviour framework and social-emotional learning approaches to support student wellbeing.
- Disability Inclusion & Inclusive Practices: Provide ongoing professional learning to support inclusive teaching and ensure appropriate adjustments for students.
- Family & Community Partnerships: Increase awareness of school strategies withi