Guiding the next generation of brilliant teachers

The first years of teaching are often some of the most rewarding as early career educators build their skills and expertise and begin to establish their professional identity.

However, the learning curve can be steep as new teachers must quickly learn how to manage classrooms, respond to diverse learning needs, support student wellbeing and build meaningful relationships with students and colleagues – often all at the same time.

Haileybury’s Graduate Development Program recognises the unique challenges of beginning a teaching career and provides tailored support through a bespoke two-year program. With a reduced teaching load, dedicated professional practice mentors, targeted professional learning and access to practical resources, graduate teachers are supported to grow in confidence and capability.

The result is a structured professional learning pathway that offers the right support at the right time and that is tailored to each teacher’s strengths and development needs.

We spoke with three of Haileybury’s graduate teachers about their journey so far, the lessons they have learned, and what makes a great day in the classroom.

Nethmi Herath, graduated from Monash University with a Bachelor of Secondary Education (Hons) and a Bachelor of Science. She joined Haileybury as a classroom teacher in 2026.

Why did you become a teacher?

I started tutoring when I was in Year 10 and it was incredibly rewarding to see students make academic progress while building confidence and independence. Teaching is an opportunity to make a positive impact each day and to support students academically and personally.

Why did you choose to teach at Haileybury?

As a student at Haileybury, I knew the school had a supportive culture and a strong reputation for excellence. Now, as a teacher, I’m keen to be part of an environment where I can learn from highly experienced, supportive educators.

What support have you received as a graduate teacher?

The mentoring and guidance from colleagues and leadership staff have been invaluable. They are always willing to share ideas and feedback and offer practical strategies for classroom management, lesson planning and student engagement. After a challenging lesson, their support and advice have helped improve my teacher practice and confidence.

What has professional development looked like for you?

I’ve participated in faculty workshops and curriculum planning sessions, and I’ve observed experienced teachers who have given me practical strategies that I apply in my classroom in areas such as differentiation, classroom management and student engagement. They’ve helped refine my content knowledge and the school’s leadership team has reduced my load, which gives me more time to focus on curriculum planning, lesson preparation and developing my teaching practice.

What is a good day at school?

A good day is when I see moments of genuine progress – a student improving their results, demonstrating growth or becoming more engaged in class. Those small wins remind me I am making a meaningful difference in my students’ lives.

Hannah Darcy is a Classroom Teacher at Haileybury’s Berwick Campus. She joined the Junior School in 2025 and has a Bachelor of Education (Primary).

Why did you become a teacher?

I wanted a career where I could continue to learn while helping others grow. I come from a family of teachers and so have been surrounded by the value of education – teaching felt like a natural pathway for me.

Why did you choose to teach at Haileybury?

I completed my first year of teaching at another school and, at times, I felt quite isolated because I didn’t have the structure or support that I needed. A friend working at Haileybury spoke highly of the support network, collaboration and structure across the school for graduate teachers. From the beginning, I felt set up for success.

What support have you received as a graduate teacher?

The one-on-one coaching and mentoring are valuable. Having regular opportunities to ask questions, reflect on my practice and receive constructive feedback builds my confidence and teaching capacity. In my first year at Haileybury, I was also allocated fewer teaching periods per week so I could work on lesson planning, meet my teaching and learning coaches and observe colleagues. Graduate teachers across the Melbourne campuses also have opportunities to meet and share ideas, strategies and successes.

What has professional development looked like for you?

One highlight for me is Start Up Day where staff from all campuses connect, reflect and prepare for the term ahead. Our CEO|Principal discusses school successes and keynote speakers share their expertise on topics such as Artificial Intelligence and the impact of the social media ban for young people. I’ve completed workshops on synthetic phonics and classroom management and professional development opportunities like these help me become the best version of myself as a teacher.

What does a good day at school look like?

The most fulfilling moments are the ‘lightbulb moments’ where something suddenly clicks and students feel proud of their learning and progress.

Matthew Wright, a Classroom Teacher at Keysborough’s Senior School, graduated from La Trobe University with a Masters of Teaching in 2024. He joined Haileybury last year.

Why did you become a teacher?

After school, teaching was my original plan but when the teaching course was withdrawn at my preferred university that led me into a career in sports marketing. But after three years, teaching pulled me back and it’s the best decision I made.

Why did you choose to teach at Haileybury?

Haileybury was the first school I reached out to because I was eager to begin my career at an APS school where I could also pursue my passion for AFL coaching through school sport. Haileybury felt like the perfect place for me.

What support have you received as a graduate teacher?

Staff have been incredibly generous with their time and availability to answer questions, share resources and provide guidance around classroom practice and student wellbeing. The graduate teacher program has been pivotal with regular opportunities to collaborate with other graduate teachers, share experiences, discuss challenges and learn together. There’s a real sense of connection within the graduate cohort.

What has professional development looked like for you?

Professional development on student wellbeing and effective feedback has helped me better understand how to connect with students, create positive learning environments and provide meaningful guidance. APS and AFL coaching have also helped me grow as a teacher and mentor and I’ve developed practical strategies and a support network that I can lean on.

What does a good day at school look like?

A good day is one where I feel I’ve made a positive impact on students – academically, personally or through sport and co-curricular involvement. Some of the best days aren’t necessarily ‘perfect’ teaching days though. Even if a lesson doesn’t go exactly to plan, I’m able to have a laugh with students and be a positive role model, rather than just an educator.

For Haileybury’s graduate teachers, the early years of their career are a time of growth, discovery and professional confidence building. Through structured mentoring and practical professional development and support, they are equipped to navigate the challenges of teaching while continuing to refine their practice. By investing in its graduate teachers from the outset, Haileybury empowers them to thrive in the classroom, build meaningful connections with students and make a positive impact from the very beginning of their career.