Our college is expanding, and we are excited to grow our leadership team with a range of NEW positions and opportunities available. Are you looking for a school with an amazing staff and student culture, inviting & fantastic new facilitates, and aspirational students? Well, we have the school for you!
Our college is expanding, and we are excited to grow our team with a range of positions and opportunities available.
As a college that has recently opened, you will be part of the exciting journey of contributing to a new school culture and the creation of inclusive and engaging teaching in brand new state of the art facilities.
We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our college community.
About our School:
Brinbeal Secondary College is one of the newest 7 - 12 Secondary College in Melbourne's west. The school opened its doors to its first cohort of Year 7 students in 2024 to a purpose built, state of the art educational facility.
At present, the school has approx. 800 Year 7 to 9 students and will add an additional year 7 cohort each year until 2029 when it will become a 7 - 12 school.
There continues to be great excitement in the community about our new school. We expect to grow to approximately 1200 students in 2027.
Our data shows we are achieving at or above network, similar schools and state for the majority of metrics in Student, Parent & Staff Opinion Surveys, Naplan and attendance - our students love coming to school.
The school is situated in Melbourne's booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.
Find out more via our website: Brinbeal Secondary College, Tarneit (brinbealsc.vic.edu.au)
Our Facilities:
Stage 1 state of the art educational facilities are now complete and includes:
Administration and Resource Centre - featuring modern design and multiple learning spaces for a variety of teaching styles.
Exceptional two storey Science and Technology building - with 6 dedicated science labs, materials and digital technology spaces
Large Learning Neighbourhood - featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.
Performing Arts building - featuring specialised drama, music and media spaces as well as four Food Technology rooms
Large Community Hub - features 3 indoor basketball courts and multi-purpose exercise rooms
Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.
Stage 2 construction is in progress and is due for completion by the start of the 2027 school year.
Our Values:
Brinbeal Secondary College's values are:
Respect - Have honour or regard for the worth of oneself, others and the school environment.
Acceptance - Value all members of the community as they present themselves and wish to be seen.
Aspiration & Achievement - Set ambitious goals and strive to achieve them.
Supported Inclusion School:
Brinbeal Secondary College is one of six secondary Supported Inclusion Schools. We are a mainstream secondary school with specialised physical and professional designs to support a higher proportion of students with disabilities, allowing more children to attend their local school closer to home.
Our current disability inclusion team consists of:
2 Learning Specialists
A large Wellbeing & Allied Health team, which includes a Psychologist, Speech Therapist, 2 Occupational Therapists, Allied Health Assistant, Wellbeing Leader, 2 Youth Counsellors and our Mental Health Practitioner.
A large group of dedicated and skilled Inclusion and Intervention Aiddes/Support staff.
Working at Brinbeal SC:
All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.
This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.
- You will be empowered by education support staff, teachers and leaders in a highly collaborative workplace, with opportunities for professional development and career advancement.
- The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.
Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.
If you are ready for the next challenge in your career in education and enjoy working collaboratively to enable student success and achievement, feel free to contact Principal Simon Haber either via phone or email to discuss the role further or to organise a school tour.
SC1 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.
SC2 Financial, managerial, and administrative ability
- Outstanding financial, organisational and resource management skills.
SC3 Planning, policy and program develop 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.
SC4 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.
SC5 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.
SC6 Community Criterion
Responsibilities
Responsibilities may include but are not limited to:
Position Specific:
With the Assistant Principal - Teaching & Learning lead, support and direct the day-to-day work of the Disability Inclusion (DI) Team.
Ensure students with disability and additional needs are engaged in education and meeting their learning goals through working collaboratively with the school's leadership, wellbeing staff and allied health team.
Work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.
Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.
Support the school community with its responsibility in developing and implementing a curriculum that is inclusive of all students.
Provide relevant professional learning for staff around Disability and Inclusion as well as on the development of quality IEPs for students.
Coordinate Student Support Group Meetings across the college, with the involvement of APs, SEL's, Learning Specialists, teachers and relevant experts.
Collecting the relevant information for any student who has been identified as potentially being included in the DIP process.
Coordinate and prioritise Disability Inclusion Profiles. Prepare for, lead and participate in Disability Inclusion Profile meetings.
Oversee completion of all documentation required by the Department of Education to support student outcomes.
With the Assistant Principal - Teaching & Learning, coordinate Inclusion aide support, including:
the development of timetables for all ES staff & publishing these for all staff to view each term, including secondary allocation during staff or student absence.
providing information to staff about students needing adjustments and additional support.
coaching and support for integration aides in best practices for in class support.
one to one or small group periods of instruction when necessary
Building teacher capacity:
Coordinate and support the work of non-school based personnel (visiting teacher services, allied health professionals, etc.).
Promotion of college wide events related to DI and supporting wellbeing.
Any other duties as directed by the Principal.
General Responsibilities:
The Assistant Principal will work as a member of the Principal Class Team to:
Support the work of the College Council.
Participate in staff selection and provide support for staff.
Contribute to the smooth daily operation of the college.
Provide support to staff and supervise students by being a visible presence in the buildings and grounds during the day.
Oversee a high standard of student personal presentation and correct uniform.
Assistant Principals will regularly report to the principal, and the Principal Team as a whole, through weekly meetings.
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes.
Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth.
Model use of the College Teaching & Learning Model (TLM), Student Engagement Model (SEM), School Wide Positive Behaviour Support framework (SWPBS) and PCMS and support other staff to build their capacity in the use of these.
Facilitate and lead Professional Learning with a focus on improving teacher capacity.
Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements.
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
Other Information:
Please ensure that your application (online via School Jobs Victoria) includes:
- a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and VIT number)
- a response addressing each of the selection criteria (recommended 1 to 1 1/2 pages per criteria)
- Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria, one of these referees should be a current Principal who can attest to your key selection criteria.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Mr Simon Haber, prior to the closing date of applications.
- 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.
Role Description:
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically, assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
The role of the Assistant Principal - Disability Inclusion is to lead the implementation of the Disability Inclusion processes at Brinbeal Secondary College, including overseeing the tiered approach to Disability Inclusion and building staff capacity in this area.
As a Supported Inclusion School, we have a large Disability Inclusion team including Learning Specialists, Allied Health professionals and Inclusion Aides. The Assistant Principal - Disability Inclusion will lead and collaborate with this team, ensuring students with a disability and/or additional needs are engaged in education and supported to achieve their learning goals. They will lead, support and direct the day-to-day work of the Disability Inclusion team.
The successful candidate to this role will demonstrate high level commitment to the ongoing development of a school culture that is inclusive; values student voice; promotes the ideal of unconditional positive regard and works with staff to always raise the bar on student learning & wellbeing outcomes.
The Assistant Principal - Disability Inclusion reports to the Principal via the Assistant Principal - Teaching & Learning.
