Location Profile
Are you looking for a school with an amazing staff and student culture, inviting & fantastic new facilitates, and aspirational students? Well, we have the school for you!
Our college is expanding, and we are excited to grow our team with a range of positions and opportunities available. The coaching roles are new positions created for ****.
As a college that has recently opened, you will be part of the exciting journey of contributing to a new school culture and the creation of inclusive and engaging teaching in brand new state of the art facilities.
We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our college community.
About our School:
Brinbeal Secondary College is one of the newest 7–12 Secondary College in Melbourne's west. The school opened its doors to its first cohort of Year 7 students in **** to a purpose built, state of the art educational facility.
At present, the school has approx. 800 Year 7 to 9 students and will add an additional year 7 cohort each year until **** when it will become a 7–12 school.
There continues to be great excitement in the community about our new school, with our student enrolments expected to increase to about **** in **** across Years 7 to 10.
Our data shows we are achieving at or above network, similar schools and state for the majority of metrics in Student, Parent & Staff Opinion Surveys, Naplan and attendance - our students love coming to school.
The school is situated in Melbourne's booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.
Find out more via our website: Brinbeal Secondary College, Tarneit (brinbealsc.vic.edu.au)
Our Facilities:
Stage 1 state of the art educational facilities are now complete and includes:
Administration and Resource Centre - featuring modern design and multiple learning spaces for a variety of teaching styles.
Exceptional two storey Science and Technology building - with 6 dedicated science labs, materials and digital technology spaces
Large Learning Neighbourhood - featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.
Performing Arts building - featuring specialised drama, music and media spaces as well as four Food Technology rooms
Large Community Hub - features 3 indoor basketball courts and multi-purpose exercise rooms
Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.
Stage 2 construction is in progress and is due for completion by the start of the **** school year. Stage 2 includes:
An additional 2 Learning Neighbourhoods
A Double Storey Visual Arts building
2 Soccer Pitches
Various outdoor learning and play spaces
Our Values:
Brinbeal Secondary College's values are:
Respect -
Have honour or regard for the worth of oneself, others and the school setting.
Acceptance -
Value all members of the community as they present themselves and wish to be seen.
Aspiration & Achievement -
Set ambitious goals and strive to achieve them.
Working at Brinbeal SC:
All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.
This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.
You will be empowered by education support staff, teachers and leaders in a highly team-oriented workplace, with opportunities for professional development and career advancement.
The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.
Staff are highly motivated and skilled and are active contributors to the creation of a high achieving secondary school.
Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.
We take particular pride in our approach to supporting and mentoring teachers who are new to the profession. Graduate teachers are supported in achieving their full registration with VIT through a streamlined and straightforward process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE's 'Career Start Program' which includes PD and additional mentoring.
If you are ready for the next challenge in your career in education and enjoy working collaboratively to enable student success and achievement, feel free to contact the college either via phone or email to discuss the role further or to organise a school tour.
Selection Criteria
SC1
Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2
Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills.



Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5
Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based skilled learning.
SC6
Demonstrated capacity to lead and sustain improvement in teacher development, building the capability of others and contributing to a positive, collaborative and high‐performing culture in a secondary environment through the use of PCMS.
Role
Role Description:
The position of Learning Specialist ¿ PCMS Coach is a key position implementing the College Strategic Plan and Annual Implementation Plan goals in relation to:
Develop and implement strategies to enhance consistent school wide strategies producing improved student learning outcomes.
The position is a key one in working to equip teachers with appropriate instructional strategies to enhance student outcomes in response to current data.
Creating and maintaining an environment in which teachers relate positively to students by providing quality feedback to teachers to assist their teaching of students.
The PCMS Coach supports consistent, high-quality teaching, learning, wellbeing, and collaboration across the school. The role focuses on building staff capability through coaching and modelling and using evidence to strengthen practice and improve student outcomes.
The PCMS Coach provides expert support to strengthen teacher capability, confidence and effectiveness across the college. The role works alongside teachers to support professional growth, successful classroom practice and positive outcomes for students.
The role provides targeted, practical and responsive support to teachers at all stages of their career, with a particular focus on early career teachers, staff transitioning into new roles and teachers requiring additional professional support. Through coaching, modelling, observation and feedback, the role assists teachers to strengthen classroom practice, behaviour support strategies, professional organisation and instructional effectiveness.
As a member of the Engagement & Wellbeing Team, the role contributes to the development, implementation and evaluation of PCMS priorities across the college. The role works collaboratively across teams and portfolios to support the consistent implementation of evidence‐informed teaching practices and college priorities.
Success is reflected through increased teacher confidence, capability and professional growth, responsive support for teachers requiring additional assistance and improved consistency in classroom practice that strengthens student engagement, learning and success.
Reporting relationships
Reports to: Assistant Principal Engagement & Wellbeing
Works closely with: Teaching staff, Student Engagement Leaders, Curriculum Leadership Team and college leaders
Essential Requirements of the Role
High organisation and time management skills
High Interpersonal Skills
Capacity to lead a collaborative team
Ability to support students from a range of backgrounds
Responsibilities
Student outcomes
Students experience consistent, inclusive and effective classroom practice that supports engagement, learning and success through the effective use of PCMS.
Student learning, engagement and wellbeing are strengthened through improved teacher confidence, capability and instructional effectiveness in the implementation of PCMS.
Coaching and classroom support
Provide targeted support to teachers requiring additional professional guidance in classroom practice, behaviour support, instructional delivery and professional organisation with a key focus on PCMS.
Teachers requiring additional support are identified early and provided with timely, practical and effective assistance.
Teachers experience practical coaching, modelling, feedback and professional support that strengthens confidence, capability and effectiveness.
Support teacher induction, successful transition into the college and ongoing professional growth across all career stages.
Model high-quality teaching through embedding PCMS
Support staff to use agreed norms, routines and classroom expectations that improve student learning and engagement.
Communicate effective teaching strategies and professional learning in accessible and practical ways.
Early career teachers, teachers transitioning into new roles and teachers requiring additional guidance experience effective support that promotes confidence, growth and professional success.
Teachers strengthen their capability in classroom practice, behaviour support, PCMS implementation and professional organisation.
Capacity Building:Work with the school leadership team to develop a shared view of highly effective teacher practice, pedagogy and maintaining safe learning environments.
Exemplary Practice: Model a learning environment; that raises and maintains high expectations of all students; allow students to learn in in classrooms with effective inclusive practices and in a culture of inclusion.
Modelling: Demonstrate high-level expertise in teaching and learning practice. Modelling effective learning practice and supporting teachers to seek, analyse and act on evidence-based feedback for their own practices.
Observations:



Undertake peer observations including developing processes and protocols for classroom observation, feedback of teacher practice and peer collaboration.
College outcomes
Teachers are supported to build sustainable professional practice, contributing to staff retention, wellbeing and long-term capability.
Teaching and learning priorities are supported through practical professional learning, coaching and classroom-based support.
Consistent implementation of PCMS teaching practices strengthens instructional effectiveness across the college.
Strong collaboration across the Engagement & Wellbeing Team and Curriculum Leadership Team strengthens teacher capability, instructional consistency and student outcomes across the college.
General Responsibilities:
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes.
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan, AIP and school priorities.
Leading and managing the implementation of the school operations and policies related to student engagement, student wellbeing and student management.
Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth.
Model use of the College Instructional Model (GEARS), Staged Response Frameworkand School Wide Positive Behaviour Support framework (SWPBS) and support other staff to build their capacity in the use of these.
Support and promote the wellbeing of staff.
Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements.
Being an active member of the staff team.
Contributing to the overall leadership and management of the school.
Undertake additional duties as directed by the College Principal or Assistant 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) ******
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:

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:

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 ****, 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).
Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
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📌 2027 Learning Specialist - Pcms Coach (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne