Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1484671
Location Profile
OUR SCHOOL VISION
At Mount Alexander College our vision is to foster an inclusive and supportive learning environment that empowers students to direct their own learning. We endeavour to create a school that remains connected and engaged with the community and caters for all kinds of success. Finally, we aim to help students reach their full potential as global citizens who, with integrity, can positively contribute to the world.
OUR VISION IN THE CLASSROOM
In fostering an inclusive and supportive environment for our students we must know them, their strengths and their areas for improvement. We use formative assessment to guide our instruction and empower students to direct our instructional choices. Learning at MAC is collaborative, both peer to peer but also students and teachers work together to negotiate the best learning pathway. Our students are connected to each and the broader world, both through their use of digital technologies and in their access to a global perspective in all their classes. Our classes draw on local expertise and community engagement where possible to allow our students to see how the learning in the classroom relates to their everyday lives. Our students understand themselves as learners, they are informed about their progress, how they have improved and what they need to do further to continue to improve. Our school values are celebrated and embedded in our work in the classroom.
Mount Alexander College is a school where teachers:
- stimulate and support ongoing teacher learning and collaborative teacher research within the school;
- develop and improve the quality of teaching practices of pre-service teachers;
- develop innovative curriculum and teaching resources and practices that are shared across Victorian secondary schools;
- promote and provide credentialed professional learning for teachers in Victoria and elsewhere;
- actively participate within local school networks and partnership arrangements with local tertiary providers;
- take an active role within the local community.
The Mount Alexander College learning environment and curriculum:
- supports a teaching and learning culture that is exciting, reflective, engaging and student centred;
- supports independent thinking and a respect for student work and the work of others;
- fosters a strong sense of identity and belonging;
- caters for an innovative and broad scaffolded curriculum;
- facilitates innovative, evidence based pedagogies;
- incorporates flexible internal and external learning spaces supported with the most current technologies to support learning; and
- enables students to link with and work collaboratively with other schools, tertiary institutions and state, national and international organisations.
The College has undergone significant change in the last five years as a new culture was established and programs and pedagogy changed to match our new teaching spaces. At Mount Alexander College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our common instructional model supports the development of a shared language about teaching practice and supports teacher reflection. Jane Pollock’s GANAG lesson planning schema and the effective implementation of the High Impact Teaching Strategies underpins the teaching and learning cycle at MAC. Staff participate regularly in cycles of inquiry within Professional Learning Teams and in doing so, strive to provide highly stimulating learning that is tailored made to meet the passion and needs of our students.
Our school’s vision is to provide a safe and supportive community of lifelong learners where respect, success and diversity are valued and where students and staff are supported to realise their potential both within the school community and beyond.
At Mount Alexander College, we strongly promote our values of Community, Engagement, Excellence and Respect.
Selection Criteria
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.
Role
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.
The Junior School Transitions and Programs Coordinator must have a significant presence as a member of the overall leadership of the school.
Responsibilities
Key Responsibilities:
- Implement the School¿s Strategic and Annual Implementation Plans in areas which relate to Entry and Above Entry (7-8) students , staff and parents
- Have overall responsibility for the educational progress of all students in Entry and Above Entry 8
- Ensure positive transitions through Entry to Above Entry 8 and for developing a positive learning culture that maximises the potential of students and staff and promotes a culture of high achievement
- Work collaboratively with the Heads of House, Careers and Pathways Coordinator, Student Engagement and Wellbeing Co-ordinator and others who work within the Leadership Team, as led by the Assistant Principal
- Liaise with the College Enrolment Officer and Assistant Principal regarding all Entry and Above Entry 8 enrolments
- Work with the Student Engagement and Wellbeing Leading Teacher and Student Wellbeing Coordinator in developing targeted wellbeing programs for Entry and Above Entry 8 students
- Research and initiate new programs targeting improved student wellbeing, positive behaviours and academic performance
- Attend and report at the Student Engagement and Wellbeing scheduled meetings
- Develop and implement engagement programs for Entry and Above Entry 8 students including lunchtime activities, incursions and excursions that promote student engagement and connectedness
- Analyse, monitor student achievement data after every reporting cycle and implement improvement strategies for Entry and Above Entry 8 students at risk including meeting with students and parents
- Implement study skills and support programs, tutoring and individualised programs for Entry and Above Entry 8 students at risk
- Implement and manage a Coursework Catch-up process for Entry and Above Entry 8 students
- Implement study skills and support programs, tutoring and individualised programs for Entry and Above Entry 8 students students at risk
- Liaise with the Disability Inclusion Coordinator in the development of Individual Plans for Tier 3 Entry and Above Entry 8 students
- Assist with the planning and implementation of the Pathways and Course Counselling Days and Course Confirmation, including collating relevant data
- Oversee Course Selection and Course Changes for Entry and Above Entry 8 students
- Present at information evenings for Entry and Above Entry 8 parents regarding Course Counselling and Subject Selection
- Oversee the development for the Mentoring programs at Entry and Above Entry 8
- Liaise with the College Enrolment Officer and Assistant Principal regarding all Entry and Above Entry 8 enrolments including conducting enrolment interviews when needed
- Plan, organise and attend the Entry and Above Entry 8 camps
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Oversee transition from primary schools including
- facilitating the State-wide Orientation Day
- coordinating Parent Information Evening Session and Course Confirmation
- disseminating Entry student and parent information and relevant handbooks
- planning student handover visits
- organising class groupings and elective selections
- coordinating the Entry and new families BBQ
- planning first day and week logistics including locker assignment, timetables, IT connection of devices
- Coordinate transition visits to the feeder primary schools
- Coordinate and manage the Entry Showcase
- Coordinate and implement the end of year activities program for Entry and Above Entry 8 students in consultation with Curriculum Planning Committee and Assistant Principal
- Oversee NAPLAN Testing for Entry students and PAT Reading and Numeracy at Entry and Above Entry 8
- Oversee DETs High Abilities Program at Entry
- Contribute to the overall leadership and management of the school
- Be highly visible to the school community, interact with students and staff to provide and establish high expectations, and build a positive teaching and learning culture
- Attend official college events as requested by the Principal
- Actively contribute to and support a broad range of extra curricula activities including:
- MAC Open Day
- College Awards Evening
- Promoting and celebrating student achievement and success through assemblies, awards, publicity, etc.
- Any other duties as directed by the Principal
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
All applicants are required to submit a copy of:
- Full Academic transcript displaying results and qualifications
- Current VIT registration / WWC registration (whichever is appropriate)
- Please restrict the written application to seven (7) pages. Further to this, include a cover letter, current CV and the names and contact details of three (3) referees, including work, mobile and email details. (All as one attachment)
- THE SELECTION PANEL RESERVES THE RIGHT TO CONTACT PERSONS OTHER THAN THE APPLICANT LISTED REFEREES
General expectations for all Educational Leadership roles at MAC:
School Strategic Plan:
- Working to ensure the achievement of relevant goals and targets in the Strategic Plan and Annual Implementation Plans. This is a shared responsibility and specific expectations will be negotiated with the Principal in formulating your annual performance improvement plan.
People & Resources:
- Ensure, that at all times, principles of Equal Opportunity are upheld.
- Be aware of issues related to Occupational Health and Safety that affect staff.
- Maintain a safe working environment and report any perceived problems to the HSR.
Leadership Areas
Management Areas
- Developing staff expertise in a professional development culture
- Improving the overall student learning culture
- Improving College-wide communication
- Whole school focus on engendering improvement
- Lead strategic foci within the Annual Implementation Plan
- Continue to enhance and develop the College¿s Teaching and Learning Model (TLM) to further develop pedagogical change across the College
- Staff professional accountability
- Overseeing a safe and orderly environment
- Working with the staff to improve the teaching and learning environment
- Building strong, positive links with our community
Conditions of Employment
- 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
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Applications close Monday 11 August 2025 at 11.59pm
Posted
29 July 2025