Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Greater Geelong
Reference: 1536289
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.
Leading Teacher VCE lead the VCE program across Years 11 and 12, with oversight of curriculum, subject selection and pathways support, including vocational education and careers. Implement VCAA compliance, school-based and external assessment, and data analysis to drive strong academic outcomes. Lead teaching staff to build consistent assessment and reporting practice, and lead cohort-level activities to support a strong culture of achievement and transition within and beyond school. Provide student support through oversight of proactive classroom structures, attendance practices and re-engagement support.
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.
Matthew Flinders Girls Secondary College (MFG) empowers girls and enables excellence. We are a secondary college that provides young women with the knowledge, confidence, and opportunities to pursue their aspirations and make a positive contribution to the world around them.
We are one of eight girls-only government secondary schools in Victoria, and the only girls-only provider outside metropolitan Melbourne. Our foundation stone was laid in 1856, and we remain a proud, long-standing part of Geelong's education landscape. Some of our current students are third-generation members of our school community, and our alumni network continues to grow.
Our Vision
We are a high-performing government secondary school serving Geelong and the broader region, and we believe strong academic outcomes give students the best opportunity in life. Academic excellence is not incidental to our work; it is a driver of social equity. We hold high expectations for every student because we know that what happens in our classrooms has the power to change life trajectories. We pursue academic excellence through a commitment to instructional excellence, ensuring students experience high-quality teaching, a coherent curriculum, and the support they need to succeed.
Every student is known, valued, and supported through strong relationships, expert wellbeing staff, and targeted responsive support. Where additional support is required, we work closely with students, families, and external services to ensure students have access to the right support at the right time. Our wellbeing structures are designed in service of students being ready, engaged, and able to learn.
Our Staff
Our staff are committed to improving outcomes for every student through deep subject expertise, thoughtful curriculum design, and high-quality instruction. Effective teaching depends on teachers holding deep and interconnected knowledge of their subject area, not just familiarity with content.
At MFG, we take curriculum design seriously to ensure every subject is coherent, knowledge-rich, and carefully sequenced. We think deliberately about instruction to make the best use of learning time and ensure students learn the curriculum as intended. We use assessment intentionally to understand our impact as teachers, identify where students need additional support, and inform what comes next.
This work is led within subject areas, where authentic collaboration on curriculum, instruction, and assessment is prioritised. Our staff are collegiate, supportive, and committed to continual improvement. We know and value every student, and we know and value every member of our staff. We are committed to a professional culture where colleagues support one another, share expertise, challenge thinking, and work together to continually improve their practice.
Our Community
Our school is centrally located within Geelong's business, arts, and sporting precincts, with excellent access to public transport. While many students come from the immediate area, a significant number travel from Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie, with students enrolling from more than 50 feeder primary schools over the past five years.
Our students come from a diverse range of cultural, socio-economic, and family backgrounds, creating a vibrant and inclusive learning community.
Our Students
MFG students are confident, curious, and prepared to have their voices heard. As a girls-only school, students are encouraged to participate fully, take on leadership opportunities, challenge ideas, and contribute positively to their community.
Student leadership at MFG is rich, authentic, and visible across the College. Students lead through a broad range of roles, including School Captains, Environment Captains, Community Captains, Diversity Captains, House Captains, Junior School Council, and a range of student-led initiatives and events. Students are encouraged to identify the issues that matter to them, contribute to their community, and tell their own stories.
We empower students to develop the knowledge, confidence, and skills to pursue excellence, advocate for themselves and others, and make a difference beyond school.
Co-curricular Life
MFG offers a co-curricular program that provides students with opportunities to develop their interests, strengths, leadership skills, and connections beyond the classroom.
Instrumental Music is a key part of our co-curricular program, with students able to learn voice, percussion, drums, woodwind, brass, guitar, and keyboard. MFG is also home to the Sweethearts, a renowned all-girls neo-soul band that performs regularly in professional settings across Australia and internationally.
Our community garden reflects the school's commitment to the permaculture principles of Earth Care, People Care, and Fair Share. Students participate in urban agriculture, growing organic produce to share with the local community, and engage in environmental engineering projects, including the construction of tiny houses using recycled materials.
Students are active members of a proud sporting community, with strong participation across a broad range of interschool and representative opportunities. As a girls-only school, MFG provides an environment where every student is encouraged to participate, build confidence, and pursue excellence in sport. In 2026, our students were crowned State Cross Country Champions.