Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1481662
Mickleham Secondary College opened in January 2023 and is in Mickleham, approximately 39 kilometres north of Melbourne.
Mickleham Secondary College is in the new Merrifield's residential estate on an expansive 20-acre site, with modern landscaping and situated next door to the newly opened Merrifield Recreation Reserve. Our school is surrounded by an engaged, vibrant, supportive community. Mickleham Secondary College has close ties to the local community, with strong support from local organisations and community services.
Mickleham Secondary College fosters a strong culture of professional learning, where classroom observations, walkthroughs, coaching, data analysis, and academic research are embedded in everyday practice
We are committed to promoting a positive learning environment for both staff and students. We¿re proud to have been recognised as a 5-Star Employer of Choice by The Educator in both 2024 and 2025
We currently have around 700 students in Years 7 to 9. The school began with 120 Year 7 students and grows annually with a new Year 7 intake. With the first building phase complete, our campus can accommodate up to 800 students.
Phase 2 building funding has been announced and will allow the school to accommodate 1200 students with an added learning neighbourhood building and visual arts building.
Vision
At Mickleham Secondary College our vision is to co-create an inclusive, supportive learning community where people strive to achieve their best.
Mission
Mickleham Secondary College's mission is to make a difference to each individual and provide them with the best opportunities for their future.
Values
Mickleham Secondary College's values are Achievement, Respect, Community, Honesty.
Achievement reflects the purpose of education in that; all students should be aiming to achieve their personal best. Recognising that our own achievement will look different to others. Achievement means that students maintain a focus on their learning, improving their skills and knowledge and achieving their personal best.
Respect means being respectful to ourselves and one another. We value individual differences. Maintaining a positive attitude and behaviour towards others also allows us to become role models.
Community is built through everyone working together to support one another. We value our school community and the wider community. We aim to build a sense of belonging, pride and positivity within our community.
Honesty is important to develop and ensure we are truthful, trustworthy and live with our values in mind. This involves being responsible and having integrity.
C1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated high-level knowledge, and exemplary skills to promote and facilitate a tiered approach to inclusive education for all students and to lead and facilitate our college-wide Disability and Inclusion Program.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
To lead the Disability Inclusion Initiative, including:
Disability Inclusion Specific Duties
Other Responsibilities
Applications should be prepared in a standard font such as arial or Calibri at size 11 or 12.
Applicants are advised to include:
Late applications will not be considered.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.