Gisborne Secondary College is a large, stand alone, Year 7-12 College with an enrolment of approximately 1000 students. Our large catchment area covers the Macedon Ranges, north-west of Melbourne. Over 70% of our students travel to school by bus and the College is an important social focal point for students from different towns of the region.
Our school has an incredibly strong pathways and transition program, supporting close to 70 VCE and VCE VM units of study each year. We also have students accessing pathways through School-based Apprenticeship and Traineeships, and numerous VET programs. A comprehensive Applied Learning program operates, with excellent outcomes for the students involved.
We have also established an excellent reputation in the Performing Arts, a program supported by our superb Performing Arts Centre.
Our community is also comprised of incredibly passionate and talented sports people and we send over 50 sports teams out to compete every year, many of whom reach regional and even state level.
The College aims to ensure that individuals feel safe, secure and supported in their learning within a large cohort. We are seen by the community as having a strong focus on student wellbeing and have strong links to local support agencies.
Staff work together in Professional Learning Teams dedicated to building teacher capacity and improving student outcomes at all levels.
Other key features of the College include:
A new instructional Framework developed by the College (LEARN), which includes a strong focus on evidence-based HITS.
A Junior Sub-School (year 7 to 9) and a Senior Sub-School (year 10 ¿ 11)
In 2026 we will introduce a year 7 extension program called Aspire
A specific Year 9 Program designed to lift engagement and develop adult-like responsibilities
A three-year Senior School Program that allows all students to accelerate across year levels, and ensures students are better prepared for the challenges of senior school qualifications.
An extensive VET program, including: Building & Construction, Furniture Making, Music, and Dance
A strong vocational program including access to School Based Apprenticeship and the HeadStart program.
A strong careers development and pathways program
A Double-court Gymnasium, in joint use with the Macedon Ranges Shire Council, valued at $4m
The 216-seat Barcham Theatre housed within the new performing arts complex, refurbished at a cost of $1.3m.
In 2025 we opened a brand new administration building and wellbeing centre
In 2026 we opened our brand new trades hub
A 1:1 `Bring Your Own Device¿ Computer program that provides for computer connectivity for all students across all year levels.
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 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.
Key Roles and Responsibilities
The Leading Teacher ¿ Wellbeing and Inclusion will provide strategic leadership and operational oversight of student wellbeing, inclusion, engagement and additional learning needs across the College. Key responsibilities will include:
Disability and Inclusion
- Lead the team and support the implementation of Disability Inclusion processes, including Disability Inclusion Profiles (DIPs), targeted intervention supports and inclusive education practices, in accordance with Department of Education policies, guidelines and requirements.
- Lead and support the team to Coordinate Disability Inclusion Profile meetings, consultation processes, evidence collection, applications, documentation and review processes in collaboration with students, families, staff and external agencies.
- Lead and support the team to develop and implement strategies and supports for students with diverse learning needs, including students participating in the Disability Inclusion Program (DIP) and students with additional needs.
- Ensure appropriate reasonable adjustments are implemented across all areas of the College, including classrooms, learning environments and extracurricular activities.
- Lead a consistent, whole-school approach to inclusion that is connected to College wellbeing initiatives and aligned with VTLM 2.0.
Student Support and Case Management
- Lead and oversee Student Support Group (SSG) processes, case management meetings, targeted intervention planning and regular review processes for students requiring additional support.
- Oversee the development, implementation and regular review of Individual Education Plans (IEPs), ensuring they reflect student needs, appropriate adjustments and Department requirements.
- Oversee Individual Support Plans relating to student engagement and wellbeing, ensuring appropriate monitoring of attendance, wellbeing, learning progress and engagement.
- Work collaboratively with Wellbeing, Learning Support, teaching and leadership teams to coordinate targeted and personalised supports.
- Review and analyse student learning, wellbeing, engagement, attendance and behavioural data to identify emerging needs and inform targeted intervention at both an individual and cohort level.
- Convene and facilitate meetings with students, families, staff and external stakeholders to support student progress, engagement and wellbeing.
- Actively involve students and families in support planning and intervention processes to strengthen authentic partnerships between home and school.
- Maintain accurate, timely and compliant records and documentation relating to DIPs, SSGs, IEPs, targeted funding and student support processes.
Wellbeing, Engagement and Attendance
- Lead the implementation and ongoing refinement of the College's Engagement and Wellbeing Policy and Attendance Policy.
- Lead and work collaboratively with the Wellbeing Team to support the social, emotional and developmental needs of students.
- Develop and implement processes and programs that strengthen student inclusion, engagement, wellbeing, independence, learning growth and successful pathway outcomes.
- Provide coaching and mentoring to individuals and teams to strengthen strategies that promote student attendance, participation and active engagement in learning.
- Lead and support staff in the implementation and ongoing refinement of SWPBS, ensuring consistent approaches that enhance student engagement, behaviour and wellbeing.
- Lead and support staff to strengthen relationships between students, families and teachers and promote a culture of connection, belonging and inclusion.
Strategic Leadership and School Improvement
- Contribute to and lead relevant priorities within the Annual Implementation Plan (AIP) and School Strategic Plan, particularly those relating to inclusion, wellbeing, engagement and student outcomes.
- Collaborate with the Principal Class and Leadership Team to ensure the College's vision, values and strategic priorities are reflected in inclusive and student-centred practices.
- Lead the development and implementation of whole-school strategies that improve student engagement, wellbeing, attendance and learning outcomes.
- Contribute actively to the School Improvement Team, using relevant data and evidence to inform planning, implementation, monitoring and evaluation of improvement strategies.
- Work collaboratively with staff to build collective capability and consistency in inclusive education, student wellbeing and engagement practices.
- Undertake other duties as directed by the Principal Class.
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
The Wellbeing and Inclusion Leading Teacher will report directly to the Principal Class and work collaboratively with members of the greater Leadership Team and key staff across the College, including:
- Student Engagement and Management Leading Teachers
- Wellbeing Team members
- Inclusion and Diversity Team members
- Year Level Leaders
- Student Voice and Agency Leader
Relevant external agencies and service providers
Applicants wishing to find out more specific information about the role please contact Suzie Harrison, Acting Principal, through the College email address: [email protected].
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
