Portfolio is rolling, starting at Year 10 in 2027.
We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through:
- Belonging to an inclusive and multicultural community
- Knowing that together we make a difference
- Intellectual and practical engagement in our profession
- Teaching for conceptual understanding.
Our organisational design model of one Assistant Principal and One Leading Teacher (PEGs) moving through with their cohort from year 7 through to year 12, allows for the embedding of relationships and encompasses the four pillars of:
Staff work collaboratively in meeting time, cycling through each pillar in a directly connected sequence using the Inquiry Cycle framework. Our school has achieved Silver status in embedding the School Wide Positive Behaviour Support framework and we are currently developing an inclusive curriculum framework strongly aligned to the VTLM 2.0. At Craigieburn Secondary College we teach for Understanding and ensure that all students have access to and success in their academic and social learning.
As a new member of our community, you will be supported through a structured induction program, with embedded and dedicated time release for mentoring and coaching. Being able to quickly build strong and positive relationships between staff, students, and families, is underpinned by our values of belonging and respect, and is front and centre of our practices through form teacher roles, community events and extra-curricular opportunities.
On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty different language backgrounds being represented through our families and staff. We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programs, with learning partners ensuring Individual Learning Plans are developed and effectively implemented.
Staff at our school have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities are reflective of our commitment to enhancing our students' personal and educational growth in the following ways:
- Student voice and agency
- Applied learning
- Restorative practices
- Community leadership
- Inclusive and differentiated teaching and learning
- Reflective and evaluative practices
- Enrichment and engagement programs.
2027 will see Craigieburn Secondary College continue to interweave SWPBS and VTLM 2.0 using an explicit teaching planning template. We will continue to develop our work within a multi-tiered system that encompasses Wellbeing, Behaviour and Academic supports.
College Values: Belonging | Understanding | Respect | Growth
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.
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:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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 Pedagogy for Engagement (PEG) Leader plays a pivotal role in improving student learning and wellbeing outcomes by providing strategic leadership, fostering a culture of continuous improvement, and supporting the effective implementation of school priorities. Working collaboratively with staff, students, and the wider school community, the PEG leads high-quality teaching and learning practices, builds the capability of others, and uses evidence-informed approaches to drive excellence and equity for every student. Through aligning their work with the Framework for Improving Student Outcomes (FISO 2.0), the PEG Leader contributes to creating an inclusive, engaging, and supportive learning environment where all students are challenged, supported, and empowered to achieve their full potential.
The PEG Leader inspires and empowers others to create exceptional learning experiences that enable every student to thrive. Through visionary leadership, collaboration, and a commitment to continuous improvement, they cultivate a culture of high expectations, inclusion, and collective efficacy. By championing excellence in teaching, learning, and wellbeing, the PEG Leader ensures that all students are supported to become confident learners, resilient individuals, and active contributors to their communities.
Year 10 students are preparing for senior secondary pathways and future career opportunities while continuing to develop their independence and identity. School leaders should consider the following developmental needs:
- Academic: Support to make informed pathway choices, set goals, develop study habits, and engage in increasingly rigorous and purposeful learning.
- Social: Opportunities to strengthen relationships, build positive networks, and develop collaboration and communication skills.
- Emotional: Support for self-confidence, resilience, wellbeing, and managing the pressures associated with future planning and increased expectations.
- Physical: Recognition of ongoing adolescent development and its impact on wellbeing, engagement, and learning.
- Behavioural: Development of self-regulation, personal responsibility, decision-making, and leadership capabilities.
Effective school leadership ensures Year 10 students are supported to make successful pathway decisions, develop a strong sense of purpose, and build the skills, knowledge, and confidence needed for senior secondary education and life beyond school.
KEY COMPETENCIES
Student Engagement and Development
Demonstrates a deep understanding of adolescent development and the factors that influence pathway readiness, aspirations and future planning.
Leads strategies that strengthen student independence, accountability and preparedness for senior secondary education.
Promotes high expectations and positive learning behaviours that support pathway success and future opportunities.
Instructional Leadership
Builds staff capability to deliver engaging, inclusive and evidence-based teaching practices aligned to the College instructional model and VTLM 2.0.
Supports consistent implementation of the College instructional model, Positive Classroom Management Strategies (PCMS) and engagement practices.
Leads professional learning, coaching and collaborative inquiry through PLCs to improve student outcomes.
Data Literacy and Analysis
Uses a range of student learning, engagement and wellbeing data to identify needs, monitor progress and evaluate impact.
Supports staff to use evidence to inform planning, differentiation and tiered intervention (MTSS).
Leads data-informed decision making at a cohort level to strengthen pathway readiness and successful transition into senior schooling.
Collaboration and Relationship Building
Develops strong, productive relationships with students, staff, families, carers and external agencies.
Works collaboratively to coordinate tiered supports that improve student outcomes and wellbeing.
Facilitates effective communication and shared responsibility for student success.
Strategic Improvement and Change Leadership
Leads the implementation of College priorities aligned to the SSP and AIP and the FISO 2.0 improvement cycle.
Influences and supports staff to adopt consistent, evidence-informed and effective practices.
Evaluates initiatives and uses evidence to drive continuous improvement.
Organisation and Accountability
Demonstrates high levels of professionalism, integrity and accountability consistent with the VIT Code of Conduct.
Effectively manages programs, timelines, resources and compliance requirements.
Maintains accurate records and ensures timely communication and reporting.
VCAA Policies and Compliance
Demonstrates knowledge of the VCAA Administrative Handbook and manages the implementation of policies, procedures and compliance requirements relating to VCE, VCE VM, VPC and VET programs for students participating in these programs.
Maintains accurate records and ensures compliance with Department, College and VCAA requirements, including VCE, VCE VM, VPC, VET and VASS policies and procedures.
- 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.
