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 Demonstrated capacity to lead and manage EAL student enrolment, administration and wellbeing processes through collaborative, data¿informed and culturally responsive practice.
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.
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
The College is seeking an enthusiastic leader for this newly created role who holds relevant qualifications and experiences that support strong communication, critical thinking, and problem-solving, essential for success in a team-oriented environment.
Specific details regarding role descriptions are located on the College website. Applicants are also encouraged to refer to our Staff Code of Practice which is located on our website.
Applications should include:
a cover sheet providing your name, home address, telephone contact details and your VIT registration number;
a specific response to the selection criteria with regard to the position advertised;
a summary of experience and qualifications; and
the contact details (names, telephone numbers and email addresses) of three referees who can provide information regarding your application in relation to the key selection criteria. Please note that referees other than those nominated may also be contacted. Consistent with policy guidelines should this occur, you will be advised.
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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.
Mount Ridley P-12 College was founded in 2009 and is located in the City of Hume, one of Melbourne's rapid growth corridors. Situated on an 11 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College includes provision for both primary and secondary students with an enrolment figure of approximately 2750 students across the whole College. The current College's Student Family Occupation (SFO) index is 0.59 whilst our Student Family Occupation and Education (SFOE) index is 0.48. Although these figures indicate a high level of family social disadvantage, increased funding levels provided by the Education Department aim to assist with raising the educational outcomes of our students.
The College offers curriculum provision and facilities for students in Prep to Year 12 governed by a single School Council. It incorporates an innovative and flexible design to meet new and changing pedagogical approaches to State education. Located adjacent to the Maternal and Child Health Service developed by the Hume City Council, the College works closely with the Craigieburn Child and Family Centre in integrating learning and teaching programs so as to achieve a seamless transition into primary school. Adjoining recreation facilities established by the Hume City Council, Stockland, the AFL and the Calder Cannons Football Club are also providing opportunities for shared ventures. The College has developed a Community Garden project which is focussed on providing students of all ages with the opportunity of learning, applying and sharing practical sustainability and healthy living skills.
The College has four Mini Schools:
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Early Years (Prep ¿ Year 4);
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Junior Years (Years 5 ¿ 7);
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Middle Years (Years 8 and 9); and
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Senior Years (Years 10 ¿ 12).
An extensive senior leadership team structure consisting of Principal Class members, Leading Teachers and Learning Specialists, assisted by Administration Staff, supports students, staff and families in each Mini School.
Mount Ridley College is well serviced by a range of facilities. Buildings in the Early Years Mini School are based around Learning Neighbourhoods with creative, interactive and reflective spaces in each neighbourhood. There are Prep, Years 1, 2, 3 and 4 Learning Neighbourhoods. The creative spaces are used for small group work and for problem solving or project based work. A common space in the centre of each Learning Neighbourhood is used for larger group work and team teaching. In addition, there is a separate music space, a multipurpose room and gymnasium that can be used for performing arts and indoor recreational activities. Our Early Years Italian and Japanese Languages program is delivered from a dedicated Learning Hub, whilst a canteen, library and designated administration area service the wider needs of the Early Years Mini School. In recent years, an Early Years DICE room has been created for the purpose of providing students with a cross-curriculum (Science, Design Technology Digital Technology, Mathematics and Inquiry) based approach to learning. Like their older peers, this space supports students in developing skills in critical thinking, creativity, communication and self-direction.
As part of the national Community Hubs project, the College operates a Community Hub on the Early Years site for the purpose of connecting refugee families with their community. Services being provided include English language programs; cultural heritage and diversity projects; and vocational training.
The Junior Years Mini School consists of two Learning Neighbourhoods incorporating interactive learning and teaching spaces, student `break-out¿ studios, computer labs and specialist science rooms. Years 5 and 6 students are exclusively accommodated in the Midland Learning Neighbourhood, whilst Year 7 students are located in the Paddington Learning Neighbourhood and adjacent Learning Hubs. Each Learning Neighbourhood has flexible learning areas that promote creative, interactive and reflective practices. An administration area servicing the needs of the Mini School is based in one of the Learning Neighbourhoods, accommodating support and senior staff. Teaching teams are also located across the two Learning Neighbourhoods and nearby Learning Hubs. For ease of access for students and staff, the Junior Years Student Management team is located in the Paddington Learning Neighbourhood.
Students and staff in the Middle Years Mini School are accommodated in a Learning Neighbourhood, along with a number of re-locatable general purpose classrooms. Specialist facilities in the Learning Neighbourhood include a Science laboratory, Computer Suite and a combined Art and Technology room. In order to support students, the Middle Years Student Management team is located in the Brighton Learning Neighbourhood. Years 8 and 9 students undertake a two-year program known as The Middle Years Certificate. Over the course of this time, students are invited and provided opportunities to participate in additional activities such as excursions, incursions, community projects and leadership ventures. These activities are recorded and acknowledged at the end of Year 9 when students are awarded their Completion Certificate at a celebratory ceremony.
The Willandra Learning Neighbourhood incorporates a Prep to Year 12 Student Pathways Centre and teaching and learning spaces for our Years 11 and 12 students. A Study Centre is located within the central area of this facility, supporting students to connect, create and learn collaboratively and individually as required. At the same time, half of the building converts into a Senior Years student assessment and examination centre when necessary. A Community Hub has also been incorporated into this facility to support and expand our numerous business and community alliances. An administration area is located in the building to service the needs of Middle Years and Years 11 and 12 students. Senior staff, teachers and the Years 11 and 12 Student Management team are on hand to support students.
In 2024 we welcomed the addition of a new facility in the form of a double storey building known as Nottingham. It consists of 8 general purpose classrooms (that can be transformed into another student assessment/examination centre), an Art space, a Science classroom, two computer labs, student breakout spaces, staff workrooms and staff amenities. This state-of-the-art project accommodates the learning needs of our Year 10 students. The Year 10 Mini School Administration and Student Management office is also located in this building for ease of access for our students. A 300 seat Theatre and additional performing arts spaces are also key features of this building and have been designed to further enhance student¿s acting, dance, and music skills.
Our Languages and Professional Learning Centre, known as Landale, services our Italian and Japanese Languages program, EAL Classes, Sister School partnerships and International Students Program. Staff associated with these programs are conveniently located in this building so as to provide students with the necessary supports they require. Professional Development programs for staff, aimed at building pedagogical knowledge and enhancing student engagement practices also operate from this space.
In 2025, the College implemented a Punjabi Language Immersion Program at Year 7. Students study the Punjabi language content as well as being further immersed in the application of its vocabulary, listening, writing, and speaking skills in Humanities classes. This program has continued into Year 8 and will continue to Year 9 in 2027. By incorporating the Punjabi language in the teaching of Humanities, students will have the dual advantage of learning the Humanities subject content matter, along with the simultaneous learning of an additional language. This approach is practised and highly regarded in overseas countries where students are required to study a language and at least one core subject area together. Given the immersive and unique nature of this program, Year 7 students will be required to submit an Expression of Interest and undertake a two-fold entry process involving an aptitude test and interview. At Year 10, Punjabi has been added to the College¿s current Italian and Japanese languages programs which students can then select from.
Connecting our students to the world around them remains a major focus of our College. Our sister school Japanese program has been successfully operating since 2013. On six reciprocal occasions, students from Akatsuki Junior High School have visited our College and students and staff from our College have visited Akatsuki. The sister school partnership program developed with the Liceo Scientifico Alessandro Volta in Sicily, Italy commenced in 2014. During this time our College has visited the Liceo Scientifico on three occasions for the purpose of enhancing student language skills; providing a rich cultural experience; and developing staff professional opportunities. Alongside this, we have developed a sister school partnership with Delhi Public School (DPS) in Noida, India. This has resulted in two visits from students and staff from Delhi. Members of our senior leadership team toured India and visited DPS in January 2019 for the purpose of investigating joint programs including staff professional learning exchanges and student learning opportunities. In late 2018 we worked closely with the Victorian Department of Education for the purpose of expanding our sister school program to include partnerships in China. As a result, the College has signed reciprocal agreements with Chengdu Eldu Wisteria Primary School and Chengdu Shishi Tianfu High School in the Sichuan Province. A program including student cultural tours and staff professional learning exchanges is now in place. Staff and students from Chengdu Eldu Wisteria Primary School travelled to our College in April 2019, whilst MRC staff and students undertook a Study Tour of China and school visits in October that year. Student study tours to Italy and Japan occurred in 2025 and we look forward to our a student study group from Japan visiting us in 2026.
Two full sized gymnasiums for Years 5 ¿ 12 students; a synthetic grassed futsal playing field; undercover hard-court; four synthetic surfaced basketball courts; a grassed football/rugby oval; numerous hard-courts; and synthetic surfaced combined running track and soccer field allow our students to keep active. In recent years, the addition of a strength and conditioning gym, along with ice baths, provides students at the College with state of the art facilities that support the achievement of health and fitness goals.
For students interested in The Arts, the Performing Arts centre includes a music studio, instrumental music learning pods, drama room, an exhibition gallery and stage area. The College had these facilities expanded in 2024 with the completion of a jointly funded College and Department of Education building project which has delivered a 300 seat Theatre, and additional performing arts spaces.
Our Art and Technology facility, known as the DICE Centre, boasts a series of classrooms and external courtyard areas which allow students to undertake projects involving the use of materials such as paint, clay, wood, metal and fabric. The building also has a senior student art studio, two science laboratories, a mini theatrette, exhibition area and two computer labs available for student use.
The College¿s Main Administration building houses a student cafeteria, conference facility and 120 seat tiered auditorium. State-of-the-art hospitality/food technology classroom kitchens are directly linked into the cafeteria's commercial kitchen facilities so that it can be utilised as an added resource for students. A Resource Centre featuring quiet reading areas, computer stations, display areas, and reference and research spaces provide students with a variety of learning opportunities.
Our Student Services and Counselling facility (Berkshire) offers students and their families with easy access to a range of services provided by specialist staff such as a medical doctor, psychologists, speech pathologists, youth workers, etc. A case management system is utilised to provide individualised assistance to students experiencing wellbeing issues.
The Prep to Year 12 nature of the College offers great advantages. Comprehensive curriculum and transition programs allow the College to cater for the needs of all students through their various stages of development. Indeed, there is an emphasis on the social, emotional, cultural and academic needs of all students in order to develop their full potential. Through a caring and safe environment, individual students are encouraged to think, reflect and develop into life-long learners so that they can take their place in society as informed, responsible and active citizens of the global community.
Select entry programs such as ACED (Acceleration, Challenge, Enrichment, Discovery) cater for capable and committed students who are able to meet its academic rigours, whilst the Elite Sports Program (ESP) has students accessing exclusive sports training and intensive conditioning. Both of these programs operate from purposely designed double storey Learning Hubs which are tailored to the specific needs of their students, from the curriculum and physical environment, to the approach to learning and co-curricular opportunities.
A Middle Years High Achievers Class and VCE High Achievers Club (MHAC) provide opportunities for students to focus on achieving high levels of academic excellence. Alongside this, a range of programs including the Program for Students with Disabilities (PSD), English as an Additional Language (EAL), Oral Language, Language Support, Little Learners Love Literacy, Literacy and Numeracy Intervention and Targeted Student Tutoring (MYLNS and LNEIP) provide specialised assistance aimed at meeting the specific individual learning needs of students.
The College continues to expend considerable time and resources on building social capital, creating structures, refining practices and establishing effective staff teams. Flexibility, creativity and collaboration form the basis of our success and staff at the College are required to demonstrate a willingness to take on these approaches.
Mount Ridley College is defined by:
A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development;
Challenging, innovative and creative approaches in learning and teaching practices that embrace the delivery of cross-curricula programs, including the extensive use of Applied Learning Tasks for Prep to Year 9 students and a full range of post compulsory pathways for Years 10 to 12 students;
Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing the full potential of each student through the implementation of an effective personalised learning program;
The active participation of staff in collaborative PLCs (Professional Learning Communities);
Shared educational responsibility between parents, staff and students;
Seamless transition for students as they progress through their various stages of development; and
Effective channels of communication that promote trust, positive interactions and strong links with the wider community.
