Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1491177
Mernda Central P-12 College operates under the Public Private Partnership (PPP) model. Through this model, the College has been financed, designed, and constructed by the private sector to meet high contractual standards. This allows our Principal and teaching staff to focus on what matters most, student learning while asset management is handled externally.
Located at 70 Breadalbane Avenue in Mernda, within the City of Whittlesea, our College caters to students from Prep to Year 12. Our state-of-the-art facilities reflect modern educational design, offering adaptable and functional spaces that support active, student-centred learning.
Mernda Central College offers a seamless educational journey from Prep through to Year 12. The school is structured into four sub-schools to support students at every stage of their development:
Our College is committed to delivering the highest quality education for the young people of Mernda. Students are at the heart of everything we do. They engage in stimulating, relevant, and inspiring learning experiences designed to spark a lifelong love of learning and a strong sense of community connection. We maintain high expectations for all students and staff.
Inspirational teaching and quality learning are the cornerstones of Mernda Central College. Our dedicated staff support and challenge students to reach their full potential in a safe and engaging environment. Teachers work collaboratively within Learning Communities, embracing shared responsibility for all students and offering flexible teaching approaches that meet individual learning needs. Our teaching practices reflect 21st-century learning, with a focus on ICT-rich environments and personalised learning.
The College is recognised for its exemplary programs and is a leader in areas such as STEM, sport, literacy, numeracy, Japanese, visual arts, performing arts, and music. Our neighbouring aquatic centre, operated by Kings Swim, offers students access to a comprehensive swimming program through a high-quality facility.
Our curriculum and teaching strategies are designed to encourage students to aim high, take pride in their work, and strive for excellence.
Student leadership is a valued part of college life. Leadership opportunities are available across all year levels, supported by training and development programs. Students are encouraged to take initiative, contribute their voice, and help shape the future of the College.
Designed as a community hub, Mernda Central College fosters strong partnerships with the YMCA and Downer to provide shared facilities and community programs. The relationships between staff, students, families, and the wider community are a key strength of the College. Parent involvement in school life is highly valued and contributes significantly to the success of our learning community.
Our Vision
Mernda Central College empowers all members of the college community to aim high, show respect, behave safely, and value our community.
Our Mission
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 ability to collaborate effectively within teams in order to drive the vision of the College.
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 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.