Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1526318
Mahogany Rise Primary School was established in 1971 and is located in the Pines Forest Estate in the suburb of Frankston North, fifty-five kilometres south of Melbourne. In 2003, Monterey Primary School and Pines Forest Primary School merged to be known as Mahogany Rise. In 2023, the school celebrated its 20th year, marking the event with "A Night on the Rise', with more than 500 community members attending.
Mahogany Rise PS has undertaken major building works over the past 5 years. The works have included a new Junior building, and an Administration building which is connected to the Mahogany Rise Child and Family Centre with an Early Learning Centre. The original school building was renovated with four new senior learning spaces, reading and Mathematics intervention rooms and a breakout, library area. There is also a commercial grade kitchen to provide all students with lunches and snacks daily. The grounds have been updated with three new playgrounds and shade sails, with the oval and sports facilities being upgraded in the past 2 years.
Enrolments in 2026 are 180 students. Over the past five years, enrolments have been consistent. with substantial growth at the end of 2025 into 2026. The Student Family Occupation index band value is 0.75. The staffing profile of Mahogany Rise Primary School includes 3 Principal class, 14 teachers, 5 Admin staff, 22 ES staff, 3 chefs, 1 grounds/maintenance, 1 speech therapist, 1 psychologist, 1 student counsellor, 2 occupational therapists, a chaplain, a therapy dog and 4 Outreach teachers.
Mahogany Rise PS provides a comprehensive curriculum that is differentiated to meet student needs, with a strong focus on literacy and numeracy. Curriculum initiatives include an agreed instructional model of classroom delivery and a whole-school phonemic awareness focus. Mathematics and a social emotional program are delivered by teachers and the wellbeing team. An integrated classroom curriculum program addresses the other areas of the curriculum. Specialist teachers provide instruction in physical education, Art and Respectful Relationships. There is an interdisciplinary approach to personal and social learning addressed in curriculum areas.
Mahogany Rise PS imbeds trauma-informed practices, with all staff trained in the Berry Street Education Model. The school actively participates in district sport competitions and provides opportunities for students to participate in extended school day activities supported by Frankston North Education Plan (FNEP) partners and agencies. Mahogany Rise PS is one of three schools, along with Aldercourt PS and Monterey Secondary College, that serve the Frankston North community. With previous targeted support 3-4 years ago from the Department of Education (DE) in the South-Eastern Victoria Region (SEVR), through the Differentiated Support for School Improvement (DSSI) initiative, the schools have come together to form the FNEP. Ongoing commitment and further development of the FNEP is a critical and non-negotiable element of the school. The FNEP aims to transform opportunities for the community with the three schools working closely together to offer high quality education from birth to adulthood, act as the platform for delivering a range of health and wellbeing services and open their facilities for extensive community use.
The schools are partnered with and supported by Our Place, an approach developed by the Colman Foundation. This philanthropic organisation that aims to improve social and educational opportunities for children and their families. The Brotherhood of St Lawrence, the Smith Family and the Frankston City Council are also major partners. The school provides accredited Out of School Hours Care, early learning kindergarten and playgroup, access to community services including the local council, and specific wellbeing programs. In 2022, Mahogany Rise Primary School, as part of the FNEP, was awarded Outstanding School Improvement and the Lindsay Thompson Award for Excellence in Education at the Victorian Education Excellence Awards.
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 lead and implement evidence-based interventions to support and maximise inclusion for students with additional needs.
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.
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 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.