How our students learn
Our curriculum is intentionally designed to maximise student learning while supporting teacher expertise. Through a whole-school approach to curriculum development, high-quality curriculum resources are collaboratively created so that teachers can spend less time planning what to teach and more time refining how they teach it to meet the needs of their students.
Teaching and learning at Melton Secondary College is underpinned by evidence-informed practice. Our instructional model, LEARN, is grounded in contemporary educational research and implemented consistently across the College to ensure every student experiences high-quality explicit instruction. We are committed to explicit teaching, purposeful practice and mastery learning, while our implementation of the Berry Street Education Model ensures we build strong relationships and connect with students before correcting, creating classrooms where every learner feels safe, challenged and supported.
How we support our staff and students
Melton Secondary College is a place where educators flourish. We are committed to developing exceptional teachers and leaders through purposeful professional learning, coaching and clear pathways for growth. Our comprehensive induction program supports both beginning and experienced teachers to thrive from their first day.
We believe that when we invest in our people, everyone benefits. Staff wellbeing is supported through our innovative nine-day face-to-face fortnight, providing regular opportunities for adaptable work, professional collaboration, deep thinking and renewal. By creating the conditions for staff to flourish, we enable them to deliver exceptional outcomes for students.
Student wellbeing is intentionally embedded into every school day. Each morning begins with a six-minute Morning Circle, fostering connection, belonging and readiness to learn through our Social Emotional Learning program. Students also participate in our highly valued Enrichment program, providing regular opportunities to explore interests, develop new skills and build meaningful relationships through experiences in the Arts, Sport, Communication and Service. These programs reflect our belief that curiosity, challenge and connection are fundamental to helping young people flourish.
As a growing and ambitious school, we provide diverse opportunities for staff to lead, innovate and make a lasting impact. Whether through instructional coaching, curriculum leadership, explicit teaching, student wellbeing, Performing Arts, Sport, the Rugby Academy, VCE Vocational Major or Student Leadership, our staff are empowered to contribute to a culture where we rise together and pursue excellence for every member of our community.
Selection Criteria
KSC1
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.
KSC2
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.
KSC3
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.
KSC4
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.
KSC5
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.
For any questions, please contact Lauren Walton, Assistant Principal ¿ Director of Pedagogy by uploading it to the Recruitment Online portal or emailing it
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.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Responsibilities
KEY RESPONSIBILITIES
In recognition of the importance of exemplary practice for improved student learning outcomes, the key responsibilities of the Inclusive Practices coach may include, but are not limited to:
Lead the development and implementation of a school-wide Multi-Tiered System of Supports (MTSS), building staff capability to identify student needs early and provide consistent, targeted and evidence-based support across universal, targeted and intensive tiers.
Collaborate with the Disability Inclusion Leader and Inclusion team to lead and embed Inclusive Profile processes, ensuring evidence of student strengths, functional needs, barriers and adjustments informs planning and decision-making.
Support teaching teams to identify, implement and evaluate reasonable adjustments through the Inclusive Profile process, ensuring adjustments are evidence-informed, embedded in everyday classroom practice and regularly reviewed for their impact on student access, participation and learning.
Provide expert advice to teaching teams on inclusive instructional practices, adjustments and interventions, drawing on student data, classroom observations, Inclusive Profile evidence, research and specialist recommendations to respond to diverse learner needs.
Build staff capability through professional learning, coaching and PLTs, supporting teachers to use feedback, student data and evidence of impact to refine instructional practice, implement effective adjustments and improve student outcomes.
Lead and model whole-school improvement strategies aligned with the Annual Implementation Plan, using student learning and participation data to monitor the impact of instructional practices, interventions and adjustments and drive continuous improvement.
Other duties as determined by the College Principal in consultation with the incumbent.
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.
Diversity and Inclusion




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 (seeWorkplace 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)
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.
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:
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:
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.
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, 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
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** 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).
Applications close Wednesday 16 September
#J-*****-Ljbffr

📌 Leading Teacher - Inclusive Practice (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne