Demonstrated expert knowledge of VTLM 2.0. Demonstrated ability to lead and manage the implementation of school priorities, and embed the teaching of literacy and numeracy skills across the curriculum.
Demonstrated ability to lead the planning and implementation of high impact teaching and learning 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.
Demonstrated exemplary ability to monitor and assess student learning and engagement 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.
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.
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.
Demonstrated capacity to work collaboratively within a Year Level Leadership team to implement whole-school priorities and lead year level initiatives that support the learning, wellbeing and engagement needs of students.
Year Level Leader - Key Responsibilities
Strategic Leadership & Culture
Lead a positive, inclusive and high-expectations Sub-School culture that promotes student voice, agency, belonging and connectedness.
Model and embed College Values, the Strategic Plan and Annual Implementation Plan, the Behaviour Framework and VTLM 2.0 expectations.
Contribute to whole-school improvement and consistent practice across the College.
Student Engagement, Wellbeing & Inclusion
Use student data to lead consistent approaches to student wellbeing, engagement, attendance and behaviour across the year level.
Ensure consistent implementation of the College Behaviour Framework, restorative practices and regulation strategies.
Oversee targeted student supports including IEPs, Behaviour Support Plans and intervention processes.
Work collaboratively with Wellbeing, Inclusion, families and external agencies to support students with additional needs.
Use student data to monitor attendance, engagement, wellbeing and achievement and coordinate appropriate interventions.
Support student wellbeing, inclusion and engagement through the implementation of scaffolded supports, including Individual Education Plans (IEPs), Student Profile Snapshots and targeted strategies that strengthen participation, regulation and access to learning
Support the implementation of culturally responsive practices and inclusive approaches aligned with College values, inclusion priorities and the Department¿s equity and diversity frameworks, including but not limited to ATSI, CALD and students from diverse backgrounds.
Instructional Alignment & Learning Oversight
Support consistent implementation of the College Instructional Model (VTLM 2.0 alignment) to strengthen student wellbeing, engagement and learning outcomes.
Promote orderly, inclusive and engaging learning environments.
Support consistent classroom expectations, routines and student management practices.
Strengthen connections between wellbeing, engagement and learning outcomes.
Lead and actively participate in a reflective learning culture, including Learning Walks, Observations and Coaching conversations.
Team Leadership & Capacity Building
Lead and support the Sub-School Team, including Year Level Coordinators and Home Group teachers.
Build a collaborative and accountable team culture focused on consistent student support practices.
Lead team meetings focused on student progress, wellbeing and operational priorities.
Support staff professional learning relating to engagement, wellbeing, inclusion and behaviour support.
Home Group & Student Development Programs
Lead and oversee the Home Group program to support student wellbeing, organisation and engagement.
Build the capacity of Home Group teachers to support student learning and wellbeing.
Support student voice, agency and leadership opportunities.
Lead year level programs, events and activities that promote engagement, resilience and connectedness.
Parent & Community Engagement
Develop positive partnerships with families to support student wellbeing, engagement and learning.
Ensure timely, professional and consistent communication with parents/carers.
Liaise effectively with students, staff, parents/carers, external agencies and the broader community.
Build and maintain positive partnerships with families and external agencies to support student wellbeing, inclusion and engagement, including communication regarding Individual Education Plans (IEPs), Student Profile Snapshots and targeted support strategies.
Lead relevant parent information evenings and communication processes.
Operations, Transitions & College Processes
Ensure consistent implementation of College policies and procedures including attendance, behaviour, uniform and ICT expectations.
Lead enrolment, transition, subject selection and end-of-year handover processes.
Work collaboratively with other Year Level Leaders to ensure consistency across the College.
Support pathways, course counselling and transition processes relevant to the year level.
Student Pathways & Engagement
Support students to access appropriate pathways, programs and interventions suited to their needs.
Support subject selection, course counselling and post-school pathways processes.
Promote student engagement, aspiration and agency through targeted and tiered opportunities and supports.
Leadership Contribution & Accountability
Contribute to whole-school leadership, planning and improvement processes.
Participate in College events, Awards Evening and student recognition processes.
Use data and evidence to evaluate impact and inform continuous improvement.
Maintain accurate records and communication processes aligned with College and Department expectations.
Year 9
Year Level Specific Responsibilities
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Lead and manage enrolments and enrolment enquiries for Year 9 students.
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Lead and manage Year Level specific programs and activities that support student engagement, independence, student agency and pathways exploration, including the Alpha program, Year 9 Camp, City Experience and relevant wellbeing and pathways programs.
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Lead and oversee the implementation of student management and wellbeing processes aligned with the College Behaviour Framework, inclusion practices and student regulation supports.
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Support students to develop independence, organisation, attendance and engagement in alignment with VTLM 2.0 and College expectations.
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Lead and coordinate elective selection, acceleration and pathways processes in collaboration with Teaching and Learning Leaders, Careers and Pathways staff and Senior School staff.
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Liaise with Careers and Pathways staff to support Morrisby profiling, pathways exploration and preparation for Senior School transition.
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Lead and manage Year Level coordination staff to ensure consistent implementation of whole-school policies, wellbeing supports and student management practices, including the oversight of Home Group and teachers.
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Lead and support programs and interventions that respond to cohort data and support student engagement, wellbeing and personal development.
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Liaise with Wellbeing, Inclusion and external providers to support targeted intervention programs for students requiring additional support.
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Consult and liaise effectively with students, staff, parents/carers, the Principal Team and the wider community regarding student management, wellbeing and educational matters, including leading parent information evenings.
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Lead and manage year level responses to attendance, engagement and behavioural concerns in collaboration with relevant staff.
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Participate in College Awards Evening processes, including student award nominations and recognition processes.
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Support effective handover of student information, including wellbeing, engagement, pathways and regulation strategies, to the Senior School team.
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
Please include the following information:
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A specific response to the selection criteria with regard to the position advertised;
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A summary of experience and qualifications (curriculum vitae);
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Names, contact details, nature of relationship to you, mobile number and email addresses of three referees who can provide information regarding your application in relation to the key selection criteria. Please note that referees other than those nominated, may also be contacted.
Thank you for your interest in this position at Montmorency Secondary College. If you have any queries regarding this position, please contact Lisa Ball on 9422 1500.
For further information about Montmorency Secondary College refer to our website: www.montysc.vic.edu.au
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.
Montmorency Secondary is a large, co-educational Year 7 to 12 College situated approximately 20 kilometres north-east of the Melbourne CBD. Our current enrolment of more than 1000 students is accommodated in a single campus bordered by park reserves and the Plenty River.
The College is set in an attractive park-like environment. Our amenities include 400-seat auditorium, a significant new basketball stadium complex, which incorporates three Olympic-standard basketball courts and two standard basketball courts, two high-quality kitchens for Food Studies, a tailor-made Materials Technology Centre (for Wood and Metal Classes), and fully networked ICT facilities throughout. Our facilities include purpose-built Labs for each science domains of Biology, Chemistry and Physics, where students use modern facilities for science investigations and deeper learning. Our general classrooms are bright, spacious and beautifully appointed with state-of-the-art technology to support teaching and learning. The College shares neighbouring sports ovals and athletics track with the local community.
The College motto is 'Pride in Achievement'. Our core values are Courage, Friendship, Achievement, Trust, Happiness and Teamwork. Our Purpose Statement 'encourages students and staff to achieve their personal best in an environment that promotes excellence and responsibility and recognises individual differences'. The College is organised into three sub-schools (Junior, Middle and Senior Schools). It has a strong, well-developed Pastoral Care program focused on supporting students at each year level to maximise their learning opportunities and take advantage of the many programs that the College provides. We offer a Core/Elective structure from Years 8-10 and extensive VCE and VET acceleration options for Years 10-12 to encourage students to take ownership of their studies and extend their talents. Year 7 focuses on supporting our students to experience a smooth transition into secondary school. Student leadership and successful transition into and leaving school are priorities. Important features of the College include its highly acclaimed Student Leadership Program, a genuine and powerful student voice, and strong links with our local community.
