Who we are
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 ¿ we are united by our motto of Pursuing Excellence in everything we do.
We believe every student can succeed when they are known, challenged and supported. By maintaining high expectations alongside high levels of care, we create a learning environment where students flourish academically, socially and emotionally. Learning and wellbeing are inseparable, and we are committed to ensuring every young person has the opportunity to thrive.
Our staff are united by a strong moral purpose and a deep commitment to our community. We come to work each day believing that education has the power to transform lives. We embrace the challenges our young people face and work collaboratively to remove barriers, inspire curiosity and build the confidence and skills students need for success beyond school.
Melton Secondary College serves more than 1,400 students and employs over 200 dedicated staff. Every student is known, noticed and valued. We recognise that strong partnerships with families and the wider community are essential to student success, and together we create the conditions for every learner to flourish.
Our culture is built on trust, collaboration and continuous improvement. We foster psychological safety through strong relationships, shared trademark behaviours and courageous conversations that keep student learning at the centre of our work. Our trademark is more than a statement¿it is reflected in the way we lead, teach, collaborate and support one another every day.
How our students learn
Our curriculum is intentionally designed to maximise student learning while supporting teacher expertise. Through a whole-school approach to curriculum development, high-quality curriculum resources are collaboratively created so that teachers can spend less time planning what to teach and more time refining how they teach it to meet the needs of their students.
Teaching and learning at Melton Secondary College is underpinned by evidence-informed practice. Our instructional model, LEARN, is grounded in contemporary educational research and implemented consistently across the College to ensure every student experiences high-quality explicit instruction. We are committed to explicit teaching, purposeful practice and mastery learning, while our implementation of the Berry Street Education Model ensures we build strong relationships and connect with students before correcting, creating classrooms where every learner feels safe, challenged and supported.
How we support our staff and students
Melton Secondary College is a place where educators flourish. We are committed to developing exceptional teachers and leaders through purposeful professional learning, coaching and clear pathways for growth. Our comprehensive induction program supports both beginning and experienced teachers to thrive from their first day.
We believe that when we invest in our people, everyone benefits. Staff wellbeing is supported through our innovative nine-day face-to-face fortnight, providing regular opportunities for flexible work, professional collaboration, deep thinking and renewal. By creating the conditions for staff to flourish, we enable them to deliver exceptional outcomes for students.
Student wellbeing is intentionally embedded into every school day. Each morning begins with a six-minute Morning Circle, fostering connection, belonging and readiness to learn through our Social Emotional Learning program. Students also participate in our highly valued Enrichment program, providing regular opportunities to explore interests, develop new skills and build meaningful relationships through experiences in the Arts, Sport, Communication and Service. These programs reflect our belief that curiosity, challenge and connection are fundamental to helping young people flourish.
As a growing and ambitious school, we provide diverse opportunities for staff to lead, innovate and make a lasting impact. Whether through instructional coaching, curriculum leadership, explicit teaching, student wellbeing, Performing Arts, Sport, the Rugby Academy, VCE Vocational Major or Student Leadership, our staff are empowered to contribute to a culture where we rise together and pursue excellence for every member of our community.
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.
SPECIFIC DUTIES
Whole School Leadership
Leading Year Level cohort strategic direction
- Lead and develop Year Level teachers as a learning community consistent with the college vision and values.
- Work with the Sub School Leadership team to deliver Professional Learning to staff teaching in the Sub School.
- Lead the work of the School Strategic Plan relating to the Year Level program through a process of strategic planning, implementation and evaluation.
Leading Staff
- Lead by modelling, articulating, monitoring and coaching the behaviours required for Year Level teachers, including those with a social and emotional learning leader role, to effectively perform their roles.
- Collaborate with college leaders to deliver high quality teaching and learning programs.
- Liaise and coordinate with the Sub School team to implement wellbeing and engagement programs.
Leading Student Wellbeing and Progress
- Work closely with the Positive Behaviour and Inclusion Leader to oversee the application of the School Wide Positive Behaviour Support (SWPBS) program.
- Lead the implementation of Respectful Relationships program across the year level.
- Liaise with the Sub School Principal to respond to complex student management cases.
- Lead the Year Level program to develop social and emotional learning and connectedness between teachers and students.
- Lead student enrolment and induction for new students by ensuring that all relevant data is recorded onto Compass and other relevant data systems.
- Ensure that student academic performance is monitored and data is evaluated at individual, class and cohort level.
- Coordinate and lead tiered strategies to support progression from one Year Level to the next.
Leading Community
- Promote positive student wellbeing and engagement in the college community.
- Provide effective communication with student families regarding school matters.
- Lead all Year Level transition activities at the college, including camp.
Leading Sub-School Administration
- Manage all associated budgets and resources.
Other duties as determined by the College Principal in consultation with the incumbent.
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
- 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.
