Brinbeal Secondary College
Our college is expanding, and we are excited to grow our leadership team with a range of positions and opportunities available. In 2027 we are adding an additional 9 NEW Leading Teacher positions.
We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our college community. We encourage applications from educators with all levels of experience, from current established leaders to aspirational leaders looking to advance their career opportunities.
About our School:
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Brinbeal Secondary College is one of the newest 7 - 12 Secondary College in Melbourne's west. The school opened its doors to its first cohort of Year 7 students in 2024 to a purpose built, state of the art educational facility.
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At present, the school has approx. 780 Year 7 to 9 students and will add an additional year 7 cohort each year until 2029 when it will become a 7 - 12 school.
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There has been great excitement in the community about our new school.
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In 2027, we will add Year 10 to our program and expect our enrolments to grow beyond 1100+ in total.
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The school is situated in Melbourne's booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.
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Find out more via our website: Brinbeal Secondary College, Tarneit (brinbealsc.vic.edu.au)
Our Facilities:
Stage 1 state of the art educational facilities are now complete and includes:
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Administration and Resource Centre - featuring modern design and multiple learning spaces for a variety of teaching styles.
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Exceptional two storey Science and Technology building - with dedicated labs, materials and digital technology
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Large Learning Neighbourhood - featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.
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Performing Arts building - featuring specialised drama, music and media spaces as well as four Food Technology rooms
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Large Community Hub - features 3 indoor basketball courts and multi-purpose exercise rooms
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Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.
Stage 2 construction is underway and is due for completion by the start of the 2027 school year.
Our Values:
Brinbeal Secondary College's values are:
Respect - Have honour or regard for the worth of oneself, others and the school environment.
Acceptance -Value all members of the community as they present themselves and wish to be seen.
Aspiration & Achievement - Set ambitious goals and strive to achieve them.
Working at Brinbeal SC:
All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.
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This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.
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You will be empowered by education support staff, teachers and leaders in a highly collaborative workplace, with opportunities for professional development and career advancement.
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As we grow, we will have many opportunities for leadership and positions of responsibility including Leading Teachers, Learning Specialists, Learning Area Leaders, Student Managers, Student Support Services etc.
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The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.
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Staff are highly motivated and skilled and are active contributors to the creation of a high achieving secondary school.
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Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.
If you are ready for the next challenge in your career in education and enjoy working collaboratively to enable student success and achievement, feel free to contact the college via phone or email to discuss the role further or to organise a school tour with a member of the Principal Class.
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 Capacity to be a forward thinking and creative leader who is committed to the vision and values of Brinbeal Secondary College, promotes and supports staff with the ideal of unconditional positive regard; works with staff to always raise the bar on student learning & wellbeing outcomes.
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.
Time Allowance: up to 5 hours per week
Responsibilities:
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Student Support: Provide guidance and support to students, promoting their active participation in learning and wellbeing initiatives.
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Behaviour Management: Implement positive behaviour management strategies and engagement techniques to maintain a conducive learning environment.
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Staff Support: Assist and support staff and Mentor Group teachers in managing student behaviour, engagement, and adherence to school policies.
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Records Management: Maintain accurate records of student conduct, attendance, and participation in school activities.
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Incident Reporting: Report and respond to high-level incidents in accordance with the school's staged response framework, providing necessary support as required.
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Mentor Group Development: Contribute to the planning and execution of Mentor Group activities aimed at supporting student growth and development.
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Program Coordination: Coordinate and facilitate year-level programs such as transition activities, engagement days, and end-of-term celebrations.
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Event Organisation: Organise and promote key events that align with the school's values of Respect, Acceptance, Aspiration and Achievement.
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Wellbeing Initiatives: Collaborate with the Assistant Principals and Wellbeing team to develop and implement proactive programs addressing emerging student needs and trends.
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Communication: Maintain regular and timely communication with students, teachers, parents, and school leadership regarding student progress, behaviour, and wellbeing.
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Unconditional Positive Regard: work directly with staff and students to raise expectations of student achievement for all, with use of SWPBS & PCMS
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Restorative Practices: Lead restorative conversations and mediations to resolve conflicts and promote positive relationships within the school community.
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Individualised Planning: Leading Student Support Group meetings (SSGs) to collaboratively develop Individual Education Plans (IEPs), Behaviour Support Plans (BSPs), and Attendance Improvement Plans (AIPs) to support students with specific needs.
Note - evening attendance at events will be required. Time-in-lieu will be accrued for attendance at these events.
General Responsibilities:
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes.
Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth.
Model use of the College Instructional Model (GEARS), Staged Response Framework and School Wide Positive Behaviour Support framework (SWPBS) and support other staff to build their capacity in the use of these.
Facilitate and lead a professional Learning Community (PLC) with a focus on improving teacher capacity.
Support and promote the wellbeing of staff.
Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements.
Being an active member of the staff team.
Other duties as negotiated with the Principal.
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
INSTRUCTIONS TO APPLICANTS:
Please ensure that your application (via School Jobs Victoria) includes:
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a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and VIT number)
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a response addressing each of the selection criteria (recommended 1 to 1 1/2 pages per criteria)
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Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria, one of these referees should be a current Principal Class Officer who can attest to your key selection criteria.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Applicants wishing further information about the college or this position, are encouraged to contact the Assistant Principal, Justine Radford, prior to the closing date of applications.
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
