Our Leadership Team comprises the Principal, two Assistant Principals, Director of Wellbeing, Business Manager, four Leading Teachers, and two Learning Specialists, the majority are full-time.
In 2025, our School Performance Report rated us IMPROVING for both Learning and Wellbeing, with the change level recorded as Improved.
Our vision statement:
At Boronia K-12 College, we foster a safe and inclusive learning environment where every student feels a strong sense of belonging. We are committed to empowering students to become knowledgeable, resilient, and curious learners who are equipped to engage with the local and global community. We inspire a shared passion for learning and encourage each individual to strive for their personal best.
Boronia K-12 College is a unique, medium-sized school offering a continuous educational journey from three-year-old kindergarten to Year 12. We have approximately 460 students from Prep to Year 12 plus around 50 students in our sessional kindergarten program. We combine the benefits of both large and small schools, offering excellent facilities, a wide range of subjects, and co-curricular opportunities such as camps, student leadership, sports, and excursions. We also provide strong pastoral care, individualised academic support, and a close-knit community where staff know students and families well.
Over the past 24 months, we have implemented a new vision and direction, supported by our Strategic Plan (2025 - 2028) and guided by key priorities:
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Embedding our Instructional Model.
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Strengthening our Professional Learning Communities (PLC) approach.
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Implementing a multi-tiered System of Supports.
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School-wide Positive Behaviour Support.
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Respectful Relationships Curriculum.
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The Berry Street Education Model.
Our College value are Community, Aspiration, Respect, and Excellence, along with our motto Belong, Believe, Achieve, form the foundation of the Boronia K-12 Way.
Our Sub-School Structure
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Junior School: Early Learning Centre (three and four-year-old kindergarten) and Foundation to Year 6.
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Middle School: Years 7-9, providing a wide choice of electives and personalised learning.
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Senior School: Years 10-12, with diverse VCE and VET options to prepare students for future pathways.
Across all sub-schools, students are supported by Learning Mentor Teachers (Years 7-12) or Classroom Teachers (Foundation-Year 6), as well as our Wellbeing and Careers Teams. This includes a full-time Director of Wellbeing, School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse, Primary Wellbeing Leader, Doctors in Secondary Schools program, and a Careers Practitioner.
We pride ourselves on our personalised approach to education, supporting and extending every student to achieve their full potential. Our College-wide Instructional Model and Learning Culture create seamless transitions between year levels, enabling all students to demonstrate their abilities and achieve their personal best.
We are fortunate to offer these programs in one of the most impressive school environments in the outer-east.
A principal led tour is available, upon request. For more information, visit our website or contact our Executive Assistant Bree Ibbotson on 9760 4900.
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 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
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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.
