Location Profile
Birranga College sits in a rapidly growing residential area in the suburb of Clyde North. The school will work in partnership with the community to provide authentic learning opportunities and the best academic and personal outcomes for all students.
Birranga College is a new secondary school that opened in January 2026 with Year 7 enrolments only. Subsequent year levels will be added each year. Neighbouring schools are relatively large and the school is expected to grow quickly to meet residents demand for excellence in education, consistent with the vision for the Education State.
Birranga College will provide students with state-of-the-art facilities in STEM, Technologies, Visual Arts and Physical Education and contemporary learning spaces to cater for the needs of all our students.¿
School Vision and Values
Birranga College has a vision of cultivating compassionate hearts, curious minds and confident leaders. We will live by our values, `Belong, Believe, Become¿. We look forward to our students emerging as resilient and productive members of the community.
The name Birranga and the symbol of the oyster shell carry deep significance. The Bunurong people of the Kulin Nation lived in the Clyde region, and oyster shell remnants discovered along Cardinia Creek speak to their enduring presence in this landscape. The oyster shell is our emblem ¿ a reminder that every student carries within them a rare and precious pearl: an innate goodness and unique talent waiting to be discovered. Our job as educators is to help discover this potential and draw it out in each and every student.
At Birranga College, we believe that pearl is found through connection ¿ to each other, to learning, and to community. That belief shapes everything we do.
Our educational philosophy extends beyond the classroom and embraces our values of Belong - Believe - Become:
BELONG
BE compassionate
BE grateful
BE empathetic
BELIEVE
BE curious
BE responsible
BE confident
BECOME
BE a leader
BE self-aware
BE an upstander
Teaching and Learning¿
Our community creates rich and rigorous learning experiences that empower us all to participate with curiosity, purpose and insight. This will be achieved through an innovative curriculum and a clear Model of Instruction, ensuring consistent, high-quality teaching, learning and assessment, underpinned by explicit expectations for staff, students and families.
Commitment to Excellence
The school will deliver the highest quality of education for all learners. Our school will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work. This fulfills our purpose of ensuring we open the shell to reveal the pearl - the full potential of our students, becoming the best version of themselves.
We are holding a tour of the college for interested applicants on Thursday 28th May 5pm. Please call the college to book a place (03) 5929 2992.
Applicants are also welcome to contact Nick Hamer-Smith, Principal, should you wish to discuss the advertised role.
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.
SC6 Demonstrate a commitment to fostering and helping to develop the college¿s culture through practicing the values of Belong, Believe, Become.
Leading Teacher - Pedagogy and Curriculum
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 role and responsibilities at Birranga College
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Lead and embed the College's Model of Instruction and playbook
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Lead the use of the College curriculum documentation, including the development and reviewing of curriculum, instruction, and assessment to ensure coherence and effectiveness in achieving College objectives
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Lead actions to reduce the within school variability in teacher practice through leading improved instructional practices, based around the Model of Instruction, to improve student outcomes.
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Lead staff to enhance student learning experience and academic success
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Support the development of a positive and inclusive classroom environment conducive to learning, focusing on student engagement, well-being, and behaviour management
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Support regular reviews of teaching and learning programs using multiple sources of evidence
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To build the capacity of program leaders to lead year level programs and support improved student outcomes
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Lead a process for coaching, collaboration, feedback, data analysis, relevant profession learning and reflective practices
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To ensure that any resources/documented/used & developed by the College complies with relevant acts, regulations, statutes & legal obligations
Any other duties required by the Principal
All LT's will be required to attend extra meetings to support the strategic direction of the College.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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
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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.
