St Albans Secondary College¿s vision, values and guiding principles combine to create a safe, supportive and structured environment where every student is supported and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.

We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.

Our commitment to foster the academic and personal development of each student, to provide a high‑quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.

The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars¿ program, and they consistently gain entry into top level tertiary courses.

A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning workplace is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.

Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.

Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high‑quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program. Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.

St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.

Selection Criteria

SC1 High level interpersonal and communication skills as evidenced by constructive relationships with parents, staff and students.

SC2 Highly developed ability to assume overall responsibility for the operation of the program, including the implementation of DE & locally developed policy and programs, incorporating effective organisational and management skills.





SC3 A demonstrated ability to assume a leadership role within the school and to provide professional support to staff to promote excellence in teaching and learning.

SC4 A successful record of engendering teamwork, motivating staff and contributing to a broad range of school activities.

Role

The Library Resource Centre Leader is responsible for the leadership, management and development of the Library Resource Centre within the school. This involves facilitating the implementation of curriculum initiatives, overseeing the provision and maintenance of resources, building and supporting a dynamic Library Resource Centre staff team, promoting the services and resources of Library Resource Centre, supporting and developing staff, and engaging them in ongoing review of the Library Resource Centre to enhance student learning and support highly effective teaching and learning. The Library Resource Centre Leader will be an expert in adolescent fiction and in promoting reading for enjoyment and learning across all year levels and subject areas

Responsibilities

- Assume leadership and management responsibility for the development, implementation and evaluation of Library Resource Centre programs. This includes ensuring the provision of and access to up-to-date curriculum resources to enhance and support teaching & learning programs, developing and conducting induction programs for staff & students related to library systems and resources, and providing cross-curricular support for staff to develop and implement programs which promote independent learning, multiple literacies and reading for pleasure.
- Promote the development of effective teaching and learning practices, particularly in the teaching of reading, by providing high level support to staff and students in independent reading classes.
- Lead and manage policy matters relevant to the Library Resource Centre. This includes developing and reviewing relevant policies and ensuring they are consistently implemented.
- Ensure appropriate representation and promotion of the Library Resource Centre at College functions, including presentations at information evenings, transition programs and to local primary schools.
- Build and maintain effective teams and develop cooperative working relationships that promote excellence in teaching and learning. This includes chairing regular Library Resource Centre staff meetings, and regular communication with Learning Area staff, the Curriculum Committee and school¿s leadership team.
- Investigate and promote to staff and students the use of current learning technologies and outline information systems within the Library Resource Centre.
- Coordinate the production of materials for the Library Resource Centre such as reference booklets, guidebooks, handbooks, and other publications as required.
- Liaise with Library Resource Centre staff and the School Coordinator to determine teaching allotments and library staffing as required.
- Assume management responsibility for the budget and resources associated with the Library Resource Centre.
- Take a lead role in developing and implementing programs which support the school focus on improving student growth in reading and writing. This includes coordinating and promoting literacy events, such as writing competitions readers and writers¿ festivals. Author talks and actively encouraging a school culture of reading for enjoyment.
- Monitor student usage of the Library resource Centre, and book borrowing trends, and provide reports to the leadership team as required.
- 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.

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 (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

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 secure 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.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

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 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
- 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).

Applications close Sunday 4 October 2026 at 11.59pm

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📌 Teacher Librarian (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne