Would you like to join the staff of a Victorian Government Secondary School which opened in 2024 and is looking to further expand in 2027?
Would you like the opportunity to do the following?
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Shape a new school's culture
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Work in state-of-the-art facilities and resources
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Work in a collaborative and innovative environment
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Actively participate in shaping the curriculum, pedagogy, and policies, to tailor teaching practices to meet the specific needs of your students.
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Forge meaningful partnerships with parents, local businesses, and community organisations, creating a strong network of support for students and their education.
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Develop your leadership skills
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integrate technology in exploring interdisciplinary teaching, fostering an environment that nurtures curiosity and intellectual growth.
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Play a vital role in the growth of a new school
If you are, then Yarrabing Secondary College is looking for Leading Teachers to join the school from Term 1 2027.
About Us
Yarrabing Secondary College opened in Term 1 2024 and provides the growing local population with great educational opportunities close to home. In 2026 Yarrabing Secondary College had a student population of 680 students in Year 7, 8 & 9. The college will progressively grow by one year level thereafter. In 2027, we will have Year 7, Year 8, Year 9 and Year 10 students only. In 2027 it is anticipated that there will be provision of a small number of VCE studies to its accelerated Year 10 students that the college is currently in the process of accrediting for. By 2029, the college will provide an extensive senior school offering to its senior students of traditional VCE subjects, as well as VM, VPC and VET.
Yarrabing Secondary College is located 29 kilometres west of Melbourne, in the suburb of Aintree. When fully established in 2029, the school is anticipated to have 1400 students enrolled from Year 7 to 12 and 130 school staff members.
Our school grounds are close to planned parklands, sporting facilities, and we are surrounded by a supportive community. Most students that will attend our school live locally and would tend to walk or ride their bike to school.
Our school will be culturally diverse with many of our students having a language background other than English (LOTE) spoken in the family home, with the largest LOTE languages being Hindi and Punjabi. We are proud of our diversity and our inclusive school community.
We strive to provide a nurturing and challenging environment that empowers students to reach their personal best, both academically and socially.
Our Vision
Our vision is to empower our students by developing well rounded, confident, and responsible individuals who have high expectations of themselves, and who aspire to achieve success through respect, responsibility, and collaboration.
Our Mission
Our mission is to be a safe, supportive environment that emphasises motivation and self-discipline. Using 21st century approaches, we provide students with the means to achieve their potential and we challenge our students to grow academically, socially, culturally, and emotionally. Collaboration and positive relationships will underpin all our work.
Additional information can be found at: https://yarrabingsc.vic.edu.au/
The successful applicant will play an instrumental role in the development and implementation of contemporary educational practices to support the learning and wellbeing of all students across the school. This position is a fantastic opportunity for the right individual to help our school be the absolute best school it can be for students, staff and the wider school community as our school continues to grow and thrive over the years ahead.
As a teacher at Yarrabing Secondary College, you will contribute to the collaborative planning, implementation and evaluation of school curriculum and contribute to the school culture as a results-oriented collaborative professional learning community.
Teachers at Yarrabing Secondary College are exceptional classroom practitioners, with an innovative mindset, who will bring passion and creative thinking to providing challenging and stimulating learning opportunities for students. Our teachers work collaboratively with colleagues and leadership to improve students educational outcomes and to ensure that the school remains on a path of continuous improvement through the application of evidenced-based research.
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
(i) Demonstrated ability to design and implement effective whole school learning programs to support diverse learning needs including the ability to build the capacity of staff knowledge and understanding of inclusive practices.
(ii) Demonstrated ability to lead and manage whole school change including the leadership of others in the process of change.
Our College's core principle is to provide students with an education that fosters personal, academic and social development and provides access to fulfilling post school options.
The Inclusive Practice Leading Teacher will work collaboratively with all members of the College Leadership Team to create an inclusive and equitable school culture which ensures that the students with disability and additional needs are engaged in education and supported to fully participate, learn, succeed and meet their goals. The Inclusive Practice Leading Teacher will be an advocate and champion for students with disability and additional needs and will work directly with these students in a small group context. They will provide specialist support to develop the knowledge and skills of staff to better respond to these students' needs. They will work with school staff to enhance pedagogical practice and curriculum development for supporting the education of these students.
General Description:
At Yarrabing Secondary College, the Inclusive Practice Leader will be responsible and accountable to the College Executive. They will provide leadership, information, direction and support to the College Council, teaching staff and College community in relation to programs and practice for their team.
In liaison with the College Executive Team and in accordance with College's policies, Strategic Plan and Annual Implementation Plan the Inclusive Practice Leader will lead and manage the provision of support for staff learning and student curriculum and programs within the College. This position seeks to support effective teaching and learning by ensuring that assistance is available to Staff at all levels and that where difficulties arise a coordinated approach to their support is employed.
The primary responsibility is to coordinate, manage, and monitor the provision of a range of programs supporting the provision of Inclusive practice in the College . The leadership focus would be to facilitate forward planning and to develop a team oriented approach in serving the needs of staff. A focus on improving levels of expectation and aspiration are critical.
The Inclusive Practice Leader will provide advice to the College Leadership Team where appropriate, regarding requirements and strategies for improvement.
The Inclusive Practice Leader will exercise judgment and initiative in assisting to resolve problems identified or referred by staff to ensure that policies and procedures are followed and standards maintained. This would be exercised within the broad policy of the College and under the broad supervision of the College's Executive Team.
Together, with the Curriculum Area Leaders in the Teaching and Learning Committee, they will form a management and administrative team in which duties are negotiated with the Principal Team and are shared according to the needs of the College and interests of the personnel involved.
The Inclusive Practice Leader reports to the Assistant Principal of Student Support Services. They will also work closely with the Assistant Principal of Curriculum & Assistant Principal of School and Student Operations.
It is expected that the person appointed to a leadership position will work with the College Executive Team on the emphases as required. These specific responsibility allocations will enable us the flexibility to provide appropriate experience to Leaders over time.
Typical Duties include:
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Work closely with the Assistant Principal of Student Support Services (SSS) and the Disability Inclusion Coordinator.
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lead processes in the College to support the provision of reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as students without disability
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support the implementation of all elements of Disability Inclusion at the school including the overseeing of Student Support Groups (SSGs), administrative duties relating to student referrals and funding, communicating with staff and supporting staff to implement strategies to support students
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promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
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provide coaching and advice for staff to develop and deliver differentiated curriculum and teaching strategies appropriate for individual students with disability and with additional needs
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provide coaching and advice for staff to develop and deliver differentiated curriculum and teaching strategies appropriate for individual students who have been identified in the upper NAPLAN bands
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Provide support to the High Abilities Program coordinator to support students of high abilities in all areas
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support school staff to prepare and gather supporting information for Disability Inclusion profile meetings
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provide support to school staff involved in preparing the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings
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work in collaboration with members of the College Leadership Team to ensure student needs are met via referrals
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play a key role in supporting students with disability and additional needs to make smooth school transitions (e.g. primary to secondary, junior to senior or alternative settings) ensuring there are effective arrangements in place for efficient transfer of information between services and schools
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deliver professional learning sessions related to Disability and Inclusion policy, Differentiated Teaching, and Assessment and Reporting
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Participate in Teaching and Learning Committee meetings
Other
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Active member of the school's Leadership Team
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Represent the school at designated events
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Review the performance of a group of staff as part of the Performance & Development process.
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Ability to lead the school in the situation of short term principal class absence during a school day
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Other duties as allocated by the Principal.
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
This is an ongoing tenured Leading Teacher position, 27/01/2027 to 28/01/2030.
Applications must include:
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A cover letter providing contact information including home address, email, and phone number.
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A CV with a summary of:
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Experience,
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Qualifications,
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subjects you are qualified or willing to teach
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your VIT Registration number.
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Your written responses to the Key Selection Criteria.
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The names, email addresses and contact details for three referees.
For ease of handling by the school, all documents (cover letter, CV, and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date.
Applicants seeking further information about the school or this position, are encouraged to:
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Attend the College's Teacher Recruitment Evening on Wednesday 15th July 2026 commencing at 5pm. More information & registrations available on the College website https://yarrabingsc.vic.edu.au/employment/
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Visit the Yarrabing Secondary College website at https://yarrabingsc.vic.edu.au/
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Contact the Principal, Mr John Mitsinikos, prior to the closing date of applications on 03 7033 2444 or email [email protected]
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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.
