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A welcoming community, ongoing mentorship, and Fintona Girls’ School’s motto – Age Quod Agis, ‘do what you do well’ – form the foundation of a support system that empowers graduate teachers to thrive.
For many, including those who have remained at the School for over a decade, the combination of professional development opportunities and the collaborative rhythm of a small school community makes Fintona a place where early-career educators can truly flourish.
‘Fintona is the kind of school where graduate teachers are encouraged to grow and make an impact from day one,’ says James Sach, Head of Pedagogy and Curriculum. ’Our graduate teachers are supported to develop their practice, embrace leadership opportunities, and contribute to a vibrant school community. We provide an environment where new teachers feel confident, inspired, and valued every step of the way.’
Graduate Teachers Finding Their Footing
Graduate art teacher Ruby Deacon joined Fintona in 2025 and describes her first year as both inspiring and rewarding.
‘From my very first week, the staff and students quickly put me at ease. I was welcomed into a community that consistently supports one another and celebrates every success. Fintona’s motto – Age Quod Agis – has meaningfully guided my teaching practice,’ Ruby reflects.
Ruby highlights how mentorship across multiple faculties has strengthened her professional growth. ‘As a recent graduate teacher my colleagues supported me in navigating my first year with confidence and enthusiasm. Mentorship across multiple faculties strengthened my pedagogical approaches, teaching strategies, and ongoing professional development. For anyone seeking graduate teaching jobs Melbourne, Fintona is a place where you can grow your skills, explore your teaching practice, and feel genuinely supported.’
Dana Riley joined Fintona as a graduate Latin, Geography, and History teacher in 2025 and similarly found the School’s environment nurturing.
‘My first year has been incredibly rewarding,’ Dana says. ‘From day one, everyone at Fintona was welcoming and supportive. One of the real strengths of a small school is how closely connected everyone is. This sense of community made collaborating across faculties easy and natural. I have been fortunate to work with colleagues who meet with me regularly to plan, debrief, and offer advice. They are endlessly patient in answering questions and generous in sharing resources.’
A Culture That Fosters Longevity
Fintona’s commitment to schools that offer good support for graduate teachers extends beyond the first year. Alex Harrison, now a Sport Teacher, first came to Fintona as a second-year student teacher in 2011. ’I was offered the Rowing Coordinator position the following year, and I haven’t looked back. I officially began teaching at Fintona in 2016,’ Alex recalls.
James Sach notes this longevity isn’t unique. ‘We have a history of longstanding staff members because we cultivate a supportive, empowering culture. Many teachers have celebrated 20-plus-year milestones. We honour these collectively, reminding everyone how deeply valued our staff are.’
Structured Support for Graduate Teachers
Fintona is set to guide several staff members through the Australian Council for Education Leaders’ mentor training program to support pre-service and early-career teachers. All graduate teachers participate in a rigorous induction, receive a reduced face-to-face teaching load, and are paired with a mentor. Soon, all mentors will be trained in Victorian Institute of Teaching mentor programs, ensuring graduate teacher mentorship is strong and consistent. This makes Fintona one of the leading Melbourne schools with graduate teacher mentors, offering genuine growth opportunities for early-career educators.
‘Graduate teachers bring fresh perspectives and enthusiasm to Fintona,’ James says. ‘Their experience across different types of schools, combined with a strong understanding of contemporary, evidence-informed practice, enriches the learning environment and inspires students. Our small-school culture allows graduates to quickly feel part of the community. They are encouraged to engage with co-curricular activities, school plays, and clubs, building relationships that underpin both professional and personal growth.’
With its supportive culture, structured mentoring, and opportunities to grow, Fintona exemplifies how graduate teachers in Victoria can thrive while making a lasting impact on their students and school community.
