Amid nationwide teacher shortages, Haileybury is investing in the confidence, capability and community of early career teachers, strengthening student outcomes and contributing to the long-term success of Australian education.
In late 2024, Molly Back began her teaching career at Haileybury’s City Campus. With a background as a Learning Support Assistant, she already understood the rhythms of the classroom, but stepping into the role of Year 3 Classroom Teacher came with a new set of responsibilities and a whole new perspective.
A Deakin University graduate with a Bachelor of Communications and Public Relations, Molly built her early career in advertising and marketing, including work with a social enterprise supporting young girls’ mental health, wellbeing and life education.
“Connecting with young people and seeing what impact you could have, made me realise that I needed to be in a classroom. Once I had that classroom exposure and saw the relationships that could be built with students, I knew I needed to give teaching a try. I haven’t regretted it for a second,” says Molly.
Molly went on to complete a Master of Teaching in Primary and Secondary Education before joining Haileybury. She is one of 16 graduate teachers working across the school’s Melbourne campuses this year.
Recruiting and retaining passionate educators
At a time when teacher shortages continue to impact classrooms across Australia, ensuring newly qualified teachers receive the right support at the right time so they remain within the profession is paramount.
At Haileybury, first and second year teachers are supported by a comprehensive Graduate Development program.
“Teaching is an amazing career and we want teachers to stay in the industry so they gain fulfilment from the profession and see the impact that education can have on their lives and the lives of the students in their classes,” says Anna Sever, Deputy Principal (Teaching & Learning).
“Everyone flourishes in a supportive environment. Our newest teachers need time and support to be successful. As in any industry, you must invest time to allow people to develop their craft, expertise and confidence,” says Anna.
“At Haileybury, we want teaching to be recognised as a rewarding and respected profession. After families, teachers are the most influential factor in shaping student outcomes."
“By attracting and supporting quality teachers, we can ensure even greater success for our students.”Anna Sever, Deputy Principal (Teaching & Learning)
Early challenges and opportunities
The Graduate Development Program recognises the unique challenges teachers may face in the formative years of their career and it provides practical skills, mentorship and professional development.
Reduced teaching loads in the first two years give graduate teachers time to learn from senior colleagues, access professional development and collaborate through the Graduate Teacher Learning Network across campuses.
This time also allows graduate teachers to connect with key staff, including Carly McLatchie, Haileybury’s Head of Professional Learning and Development and senior mentors. Support is offered through access to instructional coaches, curated reading materials and assistance in developing classroom management routines and strategies, as well as navigating the school’s systems, processes and policies.
Carly says, “Early career teachers thrive because of the support and collaboration from our dedicated coaches and mentors,”.
Sharing a curriculum and resources
“Another key strength for our graduate and early career teachers is our shared, schoolwide curriculum. Clear guidelines for lesson content and up-to-date resources are readily available, allowing teachers to adapt them with their own creative flair. They don’t need to spend weekends developing or researching materials, everything they need is already in place.”
Research from the Grattan Institute found teachers can spend up to 500 hours a year on developing classroom content, time Haileybury believes is better spent focusing on students and what is happening inside the classroom.
Bespoke professional development
Career-stage professional development is built into the program, with regular sessions designed to build skills and knowledge. Core topics include classroom and behaviour management, neurodiversity, using data to inform teaching, providing effective feedback and completing the compulsory VIT registration project.
“In Term 1, we ask graduate teachers to reflect on their biggest challenges and this year, differentiation was highlighted,” says Anna.
“As a proudly open-entry school with a richly diverse cohort, our graduates wanted guidance on how to challenge their strongest learners while supporting those needing more assistance. To address this, Haileybury invited an external expert in differentiation to provide tailored professional development for this year’s graduate teachers.”
A network of support
The Graduate Teacher Learning Network is another valued support mechanism for newer teachers like Molly, providing regular opportunities for graduates to meet and discuss their classroom experiences.
“We connect, learn together and share stories and strategies,” says Molly, who, with her first year of teaching almost completed, is excited to face the next school year and to meet her next cohort of students.
“From day one, the school’s induction program helped me understand its vision, principles and routines. I’ve been paired with mentors who consistently provide constructive feedback, and I’ve attended professional development sessions covering everything from teaching strategies and pastoral care to personal wellbeing and organisation. My colleagues are always generous in sharing their knowledge and experience,” she says.
“I know my purpose at Haileybury and I feel very supported.”
In the spirit of reconciliation, Haileybury acknowledges the Traditional Custodians of country throughout Australia and their connections to land, sea and community. We pay our respect to their elders past and present and extend that respect to all Aboriginal and Torres Strait Islander peoples today.
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