Vermont Secondary College is a large, single campus, co-educational secondary college of over 1650 students located in the eastern suburbs of Melbourne.
Vermont Secondary College enjoys an exceptionally high level of parent and community support. General Satisfaction with the College, as measured by the Parent Opinion Survey, remains high and in 2025 was 85%.
VSC Statement of Values & Philosophy
Our VSC Statement of Values & Philosophy ensures that everyone in our school community will be treated with fairness and respect. In turn, we will strive to create a school that is inclusive and safe, where everyone is empowered to participate and learn.
We acknowledge the Traditional Custodians of the land we live, work and travel upon and we pay our respects to the Elders, both past and present, and we recognise, acknowledge and respect the history, culture, diversity and value of all Aboriginal and Torres Strait Islands people.
Vermont Secondary College (VSC) is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our diverse community. Our school recognises the importance of our partnership with parents and carers to support our students in their wellbeing, engagement and achievement in learning. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students.
VISION:
The VSC Motto ¿ Lift up thine eyes
Our college motto Lift up thine eyes provides the vision of our college community. We aspire to be progressive and optimistic in our endeavours and interactions, constantly open to the improvement of wellbeing, engagement and achievement. Together, we are building the capacity of our community to engage meaningfully and contribute positively in an increasingly complex world.
VSC Vision for Learning & Teaching:
Our community creates rich and rigorous learning experiences that empower us all to participate with curiosity, purpose and insight.
This will be achieved through the implementation of the VSC Instructional Model, which underpins our pedagogical practice to guide us in implementing more consistent, high quality, innovative curriculum, assessment, teaching and learning practices with clear expectations for staff, students and parents.
Mission
VSC is proud of its status as a high-performing neighbourhood state school. The goal of VSC is to draw on the qualities of the young people at the college, providing a curricular and co-curricular program that allows them to flourish in areas of strength and to develop in areas of weakness. We strive to support all students to develop the ability to recognise and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, act creatively, engage fully with learning, contribute to community, develop high expectations for self, and handle challenging situations with resilience and respond effectively.
VSC Values
Our endeavours and interactions are guided by our College Values of:
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Integrity ¿ (of self)
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Respect - (for others / community)
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Excellence ¿ (in achievement / learning / endeavours)
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 at Vermont Secondary College are highly skilled teachers who undertake leadership and management roles to support strategic improvement and the operation of the school.
Leading Teachers are expected to lead and manage significant areas of the school with high degrees of independence and insight. They work in clear alignment with the school¿s values and strategic direction. The have a direct impact and support the achievement of school goals.
Leading Teachers model exemplary relational skills and act with interpersonal courage. Leading Teachers actively build a culture of mutual support and accountability through their leadership and actions.
Beyond their specific role, all Leading Teachers directly contribute to school improvement through contributing actively to the School Improvement Team and leadership of a Professional Learning Community.
Please also review the Roles and Responsibilities of a Leading Teacher from the Department of Education.
All Leading Teachers at Vermont Secondary College will:
The Leading Teacher ¿ Head of Health & Physical Education will:
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Lead and manage the development, implementation and evaluation of curriculum programs within the Health & Physical Education Learning Area in accordance with the policies and priorities of the College, College Strategic Plan, DE (Department of Education), Victorian Curriculum and Assessment Authority (VCAA) and other relevant statutory bodies.
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Support and collaborate with the Health & Physical Education Year Level and Team Leaders to ensure teams are highly effective, collaborative and focused on improving results through high quality teaching and learning.
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Maintain up-to-date documentation of all Health & Physical Education Learning Area programs including details of learning outcomes, teaching strategies including tier 2 supports and tier 3 interventions, resource suggestions and assessment and reporting requirements.
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Lead the induction of teachers new to the Learning Area and liaise with replacement teachers to ensure that suitable work is available when Learning Area teachers are absent.
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Identify VIT mentors for Early Career Teachers and work with the Learning Specialist Early Career Teacher Development to support the completion of the registration process.
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In consultation with the Head of College Operations (Timetable), determine initial allotments of teachers.
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Manage the regular scheduling of meetings of the Learning Area and its teams with prepared agendas and completed minutes.
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Be an active panel member in the selection of staff within the Learning Area.
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Represent the Learning Area in a variety of forums including College information sessions, local network meetings, Learning Area Leaders¿ meetings and the School Improvement Team.
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Assume responsibility for development and management of program budgets and ordering resources for the Health & Physical Education area in accordance with the college¿s internal control and accountability processes.
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Liaise with the Principal team and Wellbeing Team Leader around the implementation of Respectful Relationships.
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Oversee the effective management, educational use and maintenance of all Health and Physical Education learning area resources.
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Develop and implement a range of strategies and activities that enhances the profile of, and interest in, the Learning Area within the college community and beyond, including active participation in events which promote and celebrate the achievements of the college.
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Encourage and recognise the achievement of excellence and effort from staff and students within the learning area.
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In conjunction with the Head of Learning & Teaching team determine the booklist and stationery requirements.
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Provide or refer staff towards relevant professional development activities that assist in consolidating and strengthening staff classroom capacity and professional growth.
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Other duties as required by the Principal.
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
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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:
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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.
