Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1499410
MULLAUNA SECONDARY COLLEGE
CURIOSITY - COURAGE - COMMUNITY
Success through learning together
Mullauna Secondary College is a co-educational, Year 7-12 state secondary college located in Mitcham. We are committed to providing a safe, supportive and inclusive learning environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents & carers to support student learning and wellbeing. We share a commitment to, and a responsibility for, creating an engaging, inclusive and safe school environment for our students. Mullauna Secondary College is committed to child safety; all members of the Mullauna Secondary College community observe the Child Safe Standards and expectations for appropriate behaviour towards, and in the company of, children.
Our vision for our students is that they will model our college values of 'Curiosity, Courage & Community', and thus grow to be courageous and engaged young people who value and respect curiosity and learning. We value the pursuit of excellence and strive to provide authentic and contextual opportunities for all students to experience success and contribute positively to their community.
The college's mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. We believe that effective learning occurs when outstanding and innovative teachers provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Mullauna Secondary College has a strong tradition of academic excellence, active student leadership and participation, as well as outstanding music, sporting and debating programs. The college programs offer a breadth of pathways, and Year 10 students can access VCE subjects, including VET. Mullauna Secondary College also delivers an International Student Program.
Sitting at the centre of its work, the college believes in high expectations in all students and a commitment to hard work. Our aim is to prepare young people to become active, engaged and responsible citizens of the local and global community. A major focus is to prepare students to contend with a very dynamic world in which creativity, cooperative work, connectedness and adaptability are key features. The school aspires to provide a contemporary approach to learning and teaching in its purposeful educational environment.
The college operates in two sub-schools, Junior and Senior. In the Junior School, Mullauna Secondary College has an engaging curriculum that includes core, elective and inter-disciplinary programs: Challenge at Year 7, an expansive combined Year 8 & 9 electives program, and SkillZ@Mullauna at Year 9. Excel is a selective program for high-performing students that operates from Years 7 to 10. The Senior School structure promotes the acceleration (advanced placement) of Year 10 students into VCE and VET Studies. Senior School students undertake an academic VCE with access offered in VET subjects through the Mullum cluster, as well as the provision of the new VCE Vocational Major (VM). Thus, all students have access to a successful future pathway. The college offers a long-established International Students Program with homestay placements, specialist English as an Additional Language (EAL) teachers and tutors both in class time and after school.
Mullauna Secondary College is undergoing significant and exciting developments with the recent investments in new facilities! The new two-storey, eight-classroom learning centre is an excellent addition. We excitedly await the development of the state government's 2022 election commitment of a further $17.6 million to the next stage of our masterplan!
The upgrades over recent years have already provided fantastic spaces like the Junior Learning Centre, renovated science classrooms, and dedicated areas for arts, design, and STEM learning. The changes to the library and staff areas seem to foster a great environment for both students and teachers to collaborate and innovate. These developments have helped to set up the college for a bright future.
THE MSC VALUES - CURIOSITY, COURAGE, COMMUNITY
THE MSC LOGO
The spheres of our college logo represent (from left to right):
THE MSC MOTTO - SUCCESS THROUGH LEARNING TOGETHER
Our college motto, Success through learning together, provides the vision of our college community and reflects our belief that personal success is best achieved when students, teachers and parents / families work together in partnership, through interactions that are positive, respectful and purposeful.
We are reflective and open to change, optimistic in our endeavours, and focused on the improvement of wellbeing, engagement and learning outcomes. Together, we are building the capacity of our community to engage meaningfully and contribute positively in an increasingly complex world.
THE MSC VISION FOR LEARNING & TEACHING:
We achieve personal success by collaborating and actively engaging in supportive, challenging and diverse learning opportunities.
Our Vision for Learning & Teaching will be achieved through the implementation of the MSC Instructional Model, which underpins our pedagogical practice, and sets clear expectations for learning and teaching practices for our staff, students and parents. It guides staff in implementing more consistent, responsive, high-quality, and innovative curriculum and programs.
Position
Leading Teacher - Head of Design & Digital Technology
Classification
LEAD
Responsible to
Principal
Time Fraction
1.0
Other
TENURE: 27-Jan-2026 - 26-Jan-29 - 3 Year Tenure
SC1 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 knowledge and experience or potential to work with staff, students, families and services in implementing the Department¿s Disability Inclusion program.
At Mullauna Secondary College (MSC), Leading Teachers are an integral part of the Leadership Team and a related School Improvement Team (SIT). They report to and work closely with the Principal team, sharing responsibility for whole-school improvement through the development, implementation and review of the School Strategic Plan, Annual Implementation Plans, policies and processes.
The Leading Teacher ¿ Head of Disability Inclusion & Engagement will lead the development, implementation, conduct and review of the college¿s Disability Inclusion & Engagement program across Years 7 to 12.
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.
The Leading Teacher - Head of Disability Inclusion & Engagement will:
1. Demonstrate outstanding classroom teaching practices, especially with regard to disability, inclusion and engagement.
2. Demonstrate a commitment to developing themselves as an innovative, research-informed educational leader, in line with the MSC Motto, Vision, Mission, Values and Philosophy.
3. Demonstrate the capacity and commitment to developing the learning and teaching capacity of other staff, and to the wellbeing and learning outcomes of students.
4. Be an active member of the school Leadership Team, and the associated Wellbeing & Engagement SIT, by utilising SPOT and the FISO 2.0 Improvement Cycle, engaging with associated working parties and other relevant groups, all with a whole-school leadership focus informed by DE and college requirements.
5. In line with the MSC Instructional Model and the MSC Vision for Learning & Teaching, lead the development and implementation of consistent student learning, engagement and relevant disability policies, programs and strategies, and thus build and maintain the college¿s culture of high expectations and high academic achievement for all students.
6. Actively support the Professional Learning Communities structures and processes to lead staff in the development, collection and analysis of student data to drive improvement in engagement and learning achievement outcomes across the college.
7. Together with the Leadership Team, lead the collection and analysis of whole-school student data from Panorama and other sources (NAPLAN, VCAA, GAT, PAT, IXL etc.), and utilise this data to drive improvement in engagement and learning outcomes across the college, especially with regard to disability, inclusion and engagement.
8. Have an extensive knowledge of Disability Inclusion, and, together with the other Leading teachers and Learning Specialists, lead improvement of college pedagogy and instructional practice, including through participation in the Induction of new staff, Learning Walks, Classroom Peer Observations and Demonstrations, and through conducting Important Conversations when issues arise.
9. Undertake a range of relevant Leading Teacher responsibilities, including:
a. Working as a key member of the Student Wellbeing & Engagement SIT, in conjunction with the:
i. Leading Teacher - Head of Student Wellbeing & Engagement
ii. Leading Teacher - Head of Senior School;
iii. Leading Teacher - Head of Junior School;
iv. ES Student Wellbeing Leader;
v. Careers & Pathways Leader;
vi. ES Inclusion Leader;
vii. ES Mental Health Practitioner;
viii. ES Adolescent Health Nurse;
ix. Marrung Lead teacher;
b. Leading the Disability Inclusion program at the college, including:
i. identify students through available data and lead the implementation of support across the college, including the development and maintenance of Student Profiles.
ii. identifying students and coordinating all requirements for the Disability Inclusion Profile meeting;
iii. coordinating required Disability Inclusion program assessments and applications;
iv. overseeing the Disability Inclusion Facilitator Service Portal (DIFS Portal), SOCS and (currently) PSDMS;
v. coordinating, leading and supporting other staff to address other cohorts with Student Support groups (SSGs);
vi. supporting staff to develop relevant whole school strategies including differentiation, reasonable adjustments, modifications, assessment and reporting, documentation;
c. Advise the Leadership Team on the embedding of disability and inclusion expertise in strategic planning and recruitment practices within the school;
d. Leading the embedding of evidence-based inclusive education and human rights obligations into school policies and plans;
e. Leading the building of staff capacity to understand, develop and implement Individual Education Plans (IEPs) and adjustments by providing relevant expertise to staff teams and individuals, including conduct of Professional Learning programs and staff coaching;
f. Develop and lead Professional Learning for staff on differentiation and engagement, including how to differentiate assessment and learning activities to meet the needs of all learners in conjunction with the Learning & Teaching Team;
g. Act as an instructional coach to support staff in building their abilities to differentiate for learners, including conducting observations, coaching sessions and inviting others into demonstration classes
h. Providing oversight and direct support to the ES Inclusion Leader and the Teacher Aide team, particularly with:
i. Provision of support to teaching staff;
ii. Conduct of Student Support Group Meetings (SSGs);
iv. Development of Individual Education Plans;
v. Engagement of student voice and agency.
i. Overseeing the college¿s NCCD process in conjunction with the Heads of Sub-School;
j. Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs;
k. Lead the development of a plan for the identification and support of students in other priority cohorts not funded under Disability Inclusion;
l. Assist with the development and delivery of Professional Learning on supporting vulnerable cohorts, including Koorie and Out of Home Care students;
11. Participate in relevant professional learning, networks and Communities of Practice, including transition links with primary schools.
12. Support the Principal class team in the provision of the Performance & Development process.
13. Other duties as required by the Principal.
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.
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
To apply:
Applicants should access the college website and may contact the Principal, Harry Ruff 03 9874 3422 for further information concerning this position. The School Strategic Plan and the Annual Implementation Plan and the Annual Report are available on the college website.
Applications for this position must be lodged via Recruitment Online by the advertised closing date Tuesday, October 28 2025;
late applications will not be considered.
Applicants are advised to include:
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.