Mickleham Secondary College opened in January 2023 and is located in Mickleham, approximately 39 kilometres north of Melbourne.
Situated within the growing Merrifield residential estate, the College is set on an expansive 20-acre site with modern landscaping and is positioned adjacent to the Merrifield Recreation Reserve. The school is part of a vibrant, engaged and supportive community, with strong and growing partnerships across local organisations and services.
Mickleham Secondary College has established a strong culture of professional learning, where classroom observation, learning walks, coaching, data analysis and academic research are embedded in everyday practice.
We are committed to fostering a positive and high-performing learning environment for both staff and students. The College is proud to have been recognised as a 5-Star Employer of Choice by The Educator in 2024, 2025 and 2026.
The College currently has approximately 1000 students across Years 7 to 11 as of 2027 with a full years 7-12 cohort from 2028.
Facilities include:
- Administration building with library, staff offices and amenities
- Learning neighbourhood buildings
- Science building
- Materials technology building
- Visual arts building
- Community hub, including a competition-grade basketball and netball court, canteen, and music, drama and food technology spaces
- Four outdoor hardcourts
- Sports field
The completion of Stage 2 buildings marks an exciting milestone in the Colleges growth, supporting an expanding student population and providing modern, purpose-built facilities for teaching, learning and community connection.
Vision
At Mickleham Secondary College, our vision is to co-create an inclusive and supportive learning community where all members are empowered to achieve their best.
Mission
Our mission is to make a difference for every individual by providing the knowledge, skills and opportunities needed for a successful future.
Values
Our values are Achievement, Respect, Community and Honesty.
- Achievement: We strive for personal excellence, recognising that success looks different for each individual. Students are supported to continuously improve their knowledge and skills and achieve their personal best.
- Respect: We value ourselves and others, embracing diversity and demonstrating positive attitudes and behaviours in all interactions.
- Community: We work together to build a strong sense of belonging, pride and connection within both the school and wider community.
- Honesty: We act with integrity, taking responsibility for our actions and demonstrating trustworthiness in all that we do.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
SC6 Outstanding professional and personal attributes including humility, collaboration and an improvement focus.
Working Hours as Follows
Monday 8:30AM - 3:30PM
Tuesday 8:30AM - 4:30PM
Wednesday 8:30AM - 4:30PM
Thursday 8:30AM - 3:30PM
Friday 8:30AM - 3:30PM
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities may include:
- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
Applications should be prepared in a standard font such as Arial or Calibri at size 11 or 12.
Applicants are advised to include:
A specific response to each of the six selection criteria with no more than one page per criterion
A separate CV that is a summary of experience and qualifications
The name of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant
Document should be saved as the applicant's name
Late applications will not be considered.
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
