Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Inner South East suburbs
Reference: 1484336
Location Profile
Melbourne Girls' College empowers young women to strive for academic excellence, grow with resilience and self-belief, and lead courageously. We are driven by a commitment to shape socially conscious individuals who positively influence communities.
Melbourne Girls' College was established in 1994 on the Birrurung (banks of the Yarra River) in Richmond, Victoria. It provides enrolment opportunities for local, wider-Melbourne and International Students to study a guaranteed and viable curriculum at Years 7-9, followed by many Year 10, VCE, and VET subjects in the senior years. The Melbourne Girls' College values provide the foundations of our strong community and guide students to "Lead and Achieve".
We value Excellence - In our achievements and aspirations while always striving to give and be our best.
Teamwork - Together, we know we can achieve so much more. We strongly believe that effective communication and the celebration of individuality within the team are crucial elements to developing an effective team-based and collaborative environment.
Diversity - We are a richer community when we consider all perspectives and recognise and celebrate our differences.
We challenge our students to think critically about their own beliefs and examine the world in fresh ways to promote creativity and innovation in an authentic, inclusive environment.
The academic achievements of Melbourne Girls' College are strong and many of our students participate in the Student Excellence Program and the MGC Learning Extension and Advancement Program (LEAP). The curriculum at Melbourne Girls' College is designed to equip students with depth and breadth of knowledge, skills, and capabilities needed for success. Students are encouraged and challenged to strive for personal excellence, and we explicitly teach strategies, habits and behaviours that are deeply connedcted to a growth mindset. The school community takes pride in teaching students the transferable skills required to be socially conscious and to challenge stereotypes, particularly in women's leadership, sustainability, and philanthropy.
Our International Student Program is thriving with a capacity to offer 80 positions of enrolment to full fee-paying international students.
While our academic achievements are a publicly recognised strength of Melbourne Girls' College, we are equally committed to the personal, social, and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing. We have a Year 7 to 12 Homegroup and Wellbeing structure where each student explores a sense of their own abilities, achievements and self-worth. From the moment a student joins MGC they are connected to a homegroup and this strengthens their sense of belonging. Our homegroups facilitate effective communication between the College, and parents and carers where the homegroup teacher becomes a key contact, strengthening our home-school partnerships.
The College prioritises and celebrates success and growth in the wholee person and MGC has a strong focus on co-curricular endeavours, particularly in rowing, aerobics, dance, and other school sporting programs. The College invests in creative, and artistic endeavours and experiences for students, particularly in the performing and visual arts through our instrumental program, and school productions. In additiona MGC has a thriving Australian Airforce Cadets program. The sustainabilty collective and environment projects are well known in the local and wider community.
Please refer to our website for more detailed information about the college: https://mgc.vic.edu.au/
Selection Criteria
SC1: Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching and 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
The Student Engagement and Wellbeing Leading Teachers plays a critical role in promoting a safe, inclusive, and engaging learning environment at Melbourne Girls¿ College. With a specific focus on Years 7 and 8, 9 and 10 or Year 11 and 12, this role leads a team to embed consistent, proactive, and data informed wellbeing and engagement practices across the school.
The Student Engagement and Wellbeing Leading Teacher will lead the team of Year Level Leaders across two-year levels, including an ES Attendance Officer to:
- Implement consistent implementation of the MGC Student Engagement and Wellbeing Framework.
- Oversee programs that foster student connection and resilience, including year level camps, incursions, assemblies, and extra-curricular opportunities.
- Strengthen family and community partnerships through parent forums, information sessions, and timely communication.
- Coordinate effective systems to monitor student attendance, wellbeing, and academic progress, ensuring early identification and intervention.
- Lead a whole school approach to student transitions, including comprehensive orientation for new students.
Responsibilities
- Support the embed preventative and proactive practices that support student wellbeing and engagement, at particular year levels.
- Build the capacity of Year Level Leaders and their teams to implement effective engagement and wellbeing strategies, including data analysis, and restorative practices.
- Lead the design and delivery of year level programs that foster connection, resilience, and a sense of belonging, including camps, incursions, assemblies, and student-led initiatives.
- Manage student engagement and wellbeing budgets to ensure alignment with college priorities and program sustainability.
- Lead the planning and delivery of parent forums, information nights, and ongoing communications to build strong connections between school and home.
- Lead and collaborate with the broader wellbeing, inclusion, and leadership teams to align engagement strategies with whole-school priorities.
- Facilitate regular team meetings and case management processes to ensure a consistent, strategic approach.
- Collaborate with Year Level Leaders, Inclusion and Wellbeing teams, and Assistant Principals to drive whole-school improvement in student engagement and support.
The Student Engagement and Wellbeing Leading Teachers support key transition points across the college.
- The Year 7 Leader oversees Grade 6 into Year 7 transition, ensuring a smooth start to secondary school.
- The Year 9 and 10 Leader involves course counselling and the elective process and work experience.
- The VCE Leader coordinates senior course counselling and provides targeted support for students navigating the final years of schooling.
The specific duties and responsibilities outlined in this role description may be varied or adjusted at the discretion of the principal to meet the evolving needs of the College.
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 [email protected]
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 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
Tenure 28/01/2026 - 27/01/2029
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 4 August 2025 at 11.59pm
Posted
22 July 2025
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