Melrose Park High School is an exciting new secondary school located in Melrose Park, scheduled to open in 2027. The school will commence with Years 7 and 8 and grow progressively to a full Years 7 to 12 high school. A dedicated Support Unit will be an integral part of the school community.
Our vision is to create an inclusive, high-expectation learning community where every student is empowered to achieve excellence and grow as a confident, future-ready learner. The school will feature modern, purpose-built facilities, including flexible learning spaces and specialist environments that support high-quality, innovative and collaborative teaching and learning.
This is a unique opportunity to join the foundation team and contribute to establishing the school from the ground up. Working with the Foundation Principal and leadership team, staff will help develop whole-school systems, structures, curriculum and teaching practices that will shape the school’s future. This role offers a valuable opportunity to help shape the identity, culture and direction of a new and growing school.
Staff will build strong professional relationships, contribute to a positive and inclusive culture, and support approaches that promote student engagement, achievement and wellbeing. There will be opportunities to contribute to key priorities including High Potential and Gifted Education (HPGE), literacy and numeracy, student voice, and inclusive practices.
The successful applicant will demonstrate strong leadership and organisational skills, initiative, and the ability to work proactively and collaboratively within a dynamic and evolving school environment. This is a rare opportunity to make a significant contribution to the foundation of a vibrant and future-focused school that supports and inspires both students and staff as it grows.
Applicants must satisfy the teacher training and academic qualification requirements for this position. In addition to the general selection criteria,
1. Instructional Leadership in Mathematics - Demonstrated capacity to lead high-quality, evidence-informed teaching and learning in Mathematics. This includes deep knowledge of syllabus implementation, explicit teaching, differentiation, and the use of data to improve outcomes for diverse learners.
2. Building Staff Capability and Leading Professional Learning - Proven ability to build teacher capacity through instructional leadership, mentoring and the design and delivery of high-impact professional learning. This includes leading collaborative practices such as data-informed planning and ensuring consistent, effective classroom practice across the faculty.
3. Systems Leadership and Faculty Establishment - Demonstrated organisational and leadership skills to establish and lead effective faculty systems in a new school context. This includes developing scope and sequences, assessment schedules, resource management, and contributing to whole-school systems aligned to NESA and DoE requirements.
4. Collaborative Leadership and Contribution to a Foundation School Culture- Highly developed interpersonal and communication skills with the capacity to work as part of a Foundation Leadership Team. Demonstrated ability to build positive relationships with staff, students and the community, and contribute strategically to the establishment of an inclusive, high-performing school culture.
1. Successful teaching experience with capacity to initiate improvement in teaching, learning and classroom practice
2. Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs
3. Educational leadership skills to build the capacity and manage the performance of individuals and teams
4. Well developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents
5. Ability to plan and manage resources effectively and equitably to support teaching and learning
6. Knowledge of and commitment to the Department's Aboriginal education policy
An unconditional full approval to teach is a requirement. If you do not hold a full approval to teach with the NSW Department of Education, you are required to commence the application process at the same time as you apply for this teaching opportunity.
The Eligibility Requirements for Head Teacher Positions in NSW Government Schools are located here.
Applicants are to include details of their WWCC clearance number as part of this application.
About the NSW Department of Education
The Department of Education is the largest provider of public education in Australia with responsibility for delivering high-quality public education to two-thirds of the NSW student population. We welcome applications from people of all backgrounds, including but not limited to Aboriginal and/or Torres Strait Islander people, people of any age or gender, people from culturally and linguistically diverse groups and/or from the LGBTQIA+ community, veterans, refugees, people with disability, people with sensory differences, and neurodiverse people. If we can make some adjustments to our recruitment/interview process to better help you shine, please reach out to the contact person for this recruitment, details listed above. For more information, visit the NSW Department of Education’s Diversity, equity and inclusion webpage.
How to Apply
Merit selection application guidelines for classroom teachers, executives and principals provide clear advice for applicants and selection panels. The guidelines are available here.
To meet the page limits outlined in the guidelines, all application attachments must be submitted in PDF format. Please note that late applications will not be accepted.
For technical support please contact School Recruitment Support at 1300 863 694.
