Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1498784
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.
SC1. Demonstrated capacity to coordinate and deliver high-quality Rugby programs that reflect the values of Mickleham Secondary College ¿ Achievement, Respect, Community, and Honesty ¿ and engage students in both sport and learning.
SC2. Demonstrated ability to plan, lead, and deliver engaging and safe rugby training sessions that develop students¿ individual skills, teamwork, and understanding of the game. Proven experience designing training sessions that cater for a range of abilities, including both development and high-performance pathways.
SC3. Demonstrated capacity to communicate and collaborate effectively with students, families, staff, and external partners (such as Academy Movement Inc. and Rugby Victoria) to build strong relationships and promote student success.
SC4. Demonstrated organisational and administrative skills to manage a structured Rugby Academy program ¿ including scheduling, equipment management, data tracking, and coordination of matches, excursions, and representative events.
SC5. Demonstrated ability to mentor and motivate young people to uphold high standards of conduct, resilience, and teamwork, and to promote leadership, wellbeing, and engagement through sport.
SC6. Demonstrated technical knowledge, coaching expertise, and qualifications relevant to Rugby Union and/or Rugby League, with the ability to apply best practice principles in training, conditioning, and player development. (A minimum Foundation Rugby Coaching qualification required; Level 2 or higher desirable.)
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Responsibilities:
The major tasks, accountabilities and responsibilities associated with the position are:
Program Coordination and Delivery
Program Administration and Partnerships
Community and Student Engagement
Professional Development
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
Applications should be prepared in a standard font such as arial or Calibri at size 11 or 12.
Applicants are advised to include:
A cover sheet providing the name of applicant, VIT number, home and email addresses, telephone number where applicant can be contacted during business hours
A specific response to each of the six selection criteria with no more than one page per criterion
A separate CV that is a summary of experience and qualifications
The name of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant
Applicants should ensure they submit their cover letters, CV's and selection criteria all in ONE document.
Document should be saved as the applicant's name
Late applications will not be considered.