Karwan Primary School is the perfect place for graduate teachers at the beginning of their career to build confidence, develop strong teaching practice and be supported as they transition into the profession. Whether you are seeking a fresh start after your first year, a supportive environment to begin your teaching journey, greater job security or the opportunity to work alongside exceptional colleagues, Karwan Primary School offers a rewarding and exciting career within a supportive, high-performing and rapidly growing school community.
Located at 455 Bethany Road, Tarneit, Karwan Primary School opened in Term 1, 2023 and continues to grow as a vibrant and expanding community. With enrolments expected to exceed 1,000 students by 2027, the school combines the opportunities of a large, modern primary school with the close-knit feel of a smaller school, where every student and staff member is known, valued and supported.
Getting to Karwan Primary School is easier than many people expect. The school is approximately 25¿30 minutes against traffic from Melbourne¿s inner west, around 40 minutes via freeway from Geelong, approximately 35 minutes from the northern suburbs, and only a short drive from Point Cook, Truganina, Tarneit, Werribee, Melton, Williams Landing, Altona and surrounding areas.
At Karwan Primary School, our greatest strength is our people. Our staff are highly skilled, passionate and deeply committed to achieving the very best outcomes for students. We have built a culture grounded in trust, collaboration, support and continuous improvement. Staff work together, learn from one another and celebrate success collectively. There is a genuine sense of camaraderie across the school and a shared belief that great schools are built by great teams. Once staff join Karwan, they tend to stay, a reflection of the positive culture and strong relationships that define our community.
Our students are another reason teachers love working at Karwan Primary School. Representing a rich diversity of cultural and linguistic backgrounds, they are respectful, engaged and eager to learn. Their positive attitudes and willingness to embrace challenge create classrooms where teaching is both rewarding and enjoyable. Teachers regularly speak about the strong relationships they build with students and the positive learning environments that exist across the school.
We are equally fortunate to have supportive and engaged families who value education and work in partnership with staff to ensure every child is successful. Strong home¿school partnerships are a hallmark of the Karwan community. Classroom teachers are the first point of contact for families, supported through regular interactions before and after school, four scheduled parent/teacher conferences throughout the year and phone communication as required. Families are welcoming, respectful and deeply invested in their children¿s learning, creating an environment where staff feel appreciated and supported.
Teaching at Karwan Primary School means being part of a team where support is always available. Our leadership team takes a highly visible and hands-on approach, working alongside teachers every day. Leaders are regularly present in classrooms, the yard and across the school, supporting students, staff and learning programs. With an open-door philosophy and a genuine commitment to listening, every staff member is encouraged to contribute ideas, seek support and help shape the future direction of the school. Professional Learning Team Leaders and Leading Teachers further strengthen this structure, ensuring staff have access to coaching, mentoring and high-quality professional learning.
Graduate teachers at Karwan Primary School are exceptionally well supported as they begin their teaching careers. Each graduate is supported by their PLT Leader, mentored by an allocated mentor teacher and provided with additional guidance from Leading Teachers in Literacy, Mathematics and Health. This layered support ensures consistent feedback, coaching and professional growth across all areas of teaching practice. As graduates progress through the year, they are actively supported towards achieving full registration with the Victorian Institute of Teaching (VIT). In Term 3, targeted support is provided to assist graduates in transitioning from provisional to full registration, including the additional guidance of a dedicated VIT mentor who supports them through the inquiry and evidence process.
Karwan Primary School is a purpose-built facility with state-of-the-art learning environments, beautifully maintained grounds and specialist spaces that support high-quality teaching and learning. This includes individual classrooms designed for contemporary learning, specialist areas for the arts and sciences and a competition-grade basketball stadium that enhances both sporting programs and whole-school events.
Karwan Primary School also places a strong emphasis on staff wellbeing and work¿life balance. School hours are 8:40am to 2:50pm, allowing staff to generally leave by 3:10pm on non-meeting days and 4:10pm on meeting days. We work hard during the school day, while also recognising the importance of family, personal wellbeing and life beyond work. A healthy balance is actively encouraged and modelled by leaders across the school.
The best way to understand what makes Karwan Primary School such a special place to work is to experience it firsthand. Prospective applicants are strongly encouraged to contact Principal Ashley Craig at
[email protected] to arrange a school tour and discover why so many educators choose to build their careers at Karwan. Even during the school holidays, we¿re happy to arrange a tour if you¿d like to come and take a look around.
We are looking for teachers who are willing to contribute positively to our culture, passionate about learning and committed to continuous improvement. If you are looking for a school where you will be supported, challenged, valued and inspired, and where a change of scenery could reignite your love of teaching, Karwan Primary School may be exactly what you have been searching for.
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:
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Planning and implementing a range of teaching programs or courses of study
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Teaching an area of the curriculum or a general curriculum to a year level
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Monitoring, evaluating and reporting student progress in key learning areas
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Implementing strategies to achieve targets related to student learning outcomes
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Maintaining records of class attendance and recording student progress
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Implementing effective student management consistent with the school charter.
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Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
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Supervising a range of student activities including support and welfare programs
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Contributing to a range of co-curricular programs
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
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have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence
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
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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
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
