Melton FLO (Flexible Learning Options) caters for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria, where student referrals are received directly from these secondary schools. The key objectives of our FLO programs are to support and re-engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re-engage with mainstream education, or transition into further education, training and/or employment.
Melton FLO offers three accredited re-engagement FLO programs:
CaLM (Community and Learning Melton)
FLIP (Flexible Learning Intervention Pathway)
Victorian Pathways Certificate (VPC)
The CaLM campus located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College with all FLO programs operating within Department of Education Victoria policies, procedures, and guidelines.
The CaLM and VPC programs operate out of the CaLM campus located in Kurunjang, Victoria whereas students within the FLIP program have a blended learning timetable where they study online from home and are also provided face to face education support at the Melton Library and the CaLM campus. The CaLM program caters for up to 35 students from year 7-10 and FLIP caters for up to 60 year 7-10 students. The VPC is offered for up to 15 Melton FLO students. Many FLO students have experienced a degree of trauma and present with learning difficulties, social, emotional, and mental health issues, low attendance, and challenging behaviours.
The FLO programs aim to support students to re-engage with mainstream education or follow a positive pathway into further education or training. It is personalised and aligned with the year 7-10 Victorian Curriculum and supported by a therapeutic approach based on the Berry Street Education Model. Onsite class sizes are small, and the academic program consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning and work-related skills. FLIP Melton is an online personalised program which seeks to reconnect students with learning, to engage them as leaders of their own learning and to help them achieve the learning and personal goals they negotiate through and directly with their Learning Mentor (VIT registered teacher).
Further information is available from the Melton Secondary College Acting Principal Jay Koeleman
03 9743 3322 or [email protected]
KSC 1. Educational leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2. Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
KSC 3. Planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
Demonstrated ability to implement Department policies to a high level.
An understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
KSC 4. Leadership of staff and students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
KSC 5. Interpersonal and communication skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
An ability to work with parents and the community to develop a strong learning environment.
The Assistant Principal reports directly to the Principal.
Assistant Principals have a primary responsibility for the leadership and management of significant areas of the school to ensure the effective development, implementation and evaluation of high-quality educational programs. In exercising this responsibility, the Assistant Principal has the authority to make significant decisions relating to programs, budgets and staff within their designated area of responsibility, operating within the framework of the school's Strategic Plan, policies and budget. Assistant Principals contribute to the overall leadership of the College through strategic planning, policy development and collaborative decision-making.
At Melton Secondary College, our vision is a flourishing school community where challenge, curiosity and commitment lead to excellence. Guided by our mission to rise together¿proud of our community, ambitious in our goals, and committed to helping every student thrive, the Assistant Principal plays a pivotal role in ensuring that every young person has access to a high-quality education that reflects our motto of Pursuing Excellence.
The management of significant school programs requires the Assistant Principal to analyse the diverse needs of students and translate Department of Education priorities, evidence-informed practice and school improvement strategies into programs that improve engagement, learning, wellbeing and achievement for all students. The role is responsible for the effective leadership of staff, educational programs and allocated resources within the Flexible Learning portfolio to maximise outcomes for students.
The Assistant Principal ¿ Director of Flexible Learning is a key member of the Melton Secondary College Executive Leadership Team, supporting the delivery of high-quality, flexible educational pathways for students who require alternative approaches to learning.
This role assists in the leadership and coordination of the Flexible Learning Options (FLO) campus and re-engagement initiatives across both the FLO and main Melton Secondary College campuses. Working closely with sub-school teams, student services, and external partners, the Assistant Principal leads programs that enable all students to thrive academically, socially, and emotionally.
The Assistant Principal contributes to the implementation of the school¿s Strategic Plan and Annual Implementation Plan, with a focus on engagement, wellbeing, and inclusion. The role involves facilitating the development, coordination, and evaluation of programs that promote student re-engagement and successful transitions between the FLO campus and mainstream settings.
The position works under the direction of the Principal and in close collaboration with the rest of the Executive Team to ensure that flexible learning and engagement programs are effectively planned, delivered, and aligned with school priorities.
- Support the ongoing development and improvement of the FLO campus in line with school and Departmental priorities.
- Lead the coordination of flexible learning and re-engagement programs that address diverse student needs across both campuses.
- Work collaboratively with internal and external stakeholders to strengthen student engagement, attendance, and wellbeing.
- Provide leadership and support to staff to implement inclusive, evidence-based teaching and learning practices.
- Contribute to the effective allocation and management of staffing, resources, and budgets associated with the FLO campus and related programs.
- Monitor and evaluate the effectiveness of engagement and re-engagement strategies to improve student outcomes.
- Support the reintegration of students into mainstream learning, ensuring positive and well-coordinated transitions.
- Foster a school culture that upholds student voice, restorative practice, and positive relationships.
- Contribute to broader school leadership initiatives and participate actively in whole-school planning and improvement processes.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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
- 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
- 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.
