Job Description
**** Leading Teacher - Senior School ******* Respect, Excellence, Innovation & Community n
Bemin Secondary Collegerequires multiple leaders, teachers and education support staff to join our team at Victoria¿s fastest-growing secondary school.
The College has grown to **** students in its third year and will grow to a further **** students for ****. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture. This requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.
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Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior ******) campuses are located:
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35 minutes¿ drive from the Melbourne CBD
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15 minutes¿ drive from Point Cook
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15 minutes¿ drive from Caroline Springs
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21 minutes¿ drive from Yarraville
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26 minutes¿ drive from Essendon
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In **** the College will continue to build on it¿s excellent foundation by further increasing the multiple subject offerings across all year levels. This is complemented by the completion of Stage 2 Build.
In **** the College facilities will include across two sites:
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Community hubs ¿ indoor gymnasium courts; food kitchens, music and drama/dance studios
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Specialised Visual Arts (including Ceramics) and Technology (Design, Media & Digital) buildings
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Specialised Science buildings
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Learning Neighbourhood Buildings
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Libraries and resource centres
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Wellbeing & Inclusion areas
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Vision
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At Bemin Secondary College,all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.
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Mission
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Bemin Secondary College¿smission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building robust home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.
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At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.
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All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re‐teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.
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Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.
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Teaching and Learning
n Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
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Positive Climate for Learning
n The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The Schoolstrongly advocates and teaches young people the importance of learning and behaviour routines to achieve maximum success at school.
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School Tours
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Further information about the school or this position are encouraged to visit the Bemin Secondary College website:
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Location Profile
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Bemin Secondary College
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Two Campuses ¿ Countless Opportunities
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Respect, Excellence, Innovation, Community
n
Bemin Secondary Collegerequires multiple leaders, teachers and education support staff to join our team at Victoria¿s fastest-growing secondary school.
The College has grown to **** students in its third year and will grow to a further **** students for ****. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture. This requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.
n
Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior ******) campuses are located:
n
n
n
35 minutes¿ drive from the Melbourne CBD
n
n
15 minutes¿ drive from Point Cook
n
n
15 minutes¿ drive from Caroline Springs
n
n
21 minutes¿ drive from Yarraville
n
n
26 minutes¿ drive from Essendon
n
n
In **** the College will continue to build on it¿s excellent foundation by further increasing the multiple subject offerings across all year levels. This is complemented by the completion of Stage 2 Build.
In **** the College facilities will include across two sites:
n
n
n
Community hubs ¿ indoor gymnasium courts; food kitchens, music and drama/dance studios
n
n
Specialised Visual Arts (including Ceramics) and Technology (Design, Media & Digital) buildings
n
n
Specialised Science buildings
n
n
Learning Neighbourhood Buildings
n
n
Libraries and resource centres
n
n
Wellbeing & Inclusion areas
n
n
Vision
n
At Bemin Secondary College,all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.
n
Mission
n
Bemin Secondary College¿smission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.
n
School Expectations
n
At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.
n
All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co‐create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re‐teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.
n
Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.
n
Teaching and Learning
n Bemin Secondary College has established a solid Skilled Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks,



providing students and parents with effective feedback and structured lesson planning are core expectations.
n
Positive Climate for Learning
n The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The Schoolstrongly advocates and teaches young people the importance of learning and behaviour routines to achieve maximum success at school.
n
School Tours
n
Further information about the school or this position are encouraged to visit the Bemin Secondary College website:
n
Selection Criteria
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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.
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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.
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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.
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SC4
Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead cooperative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
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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.
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SC6
Demonstrated high level educational leadership with a proven capacity to lead a senior sub‐school and implement programs that optimise the engagement, learning and wellbeing of all students.
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Role
n 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.
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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 skilled engagement in others.
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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.
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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.
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Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
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Responsibilities
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Leading Teacher -Senior School will be responsible and accountable to the College Principal Team in particular to the Assistant Principal - Senior School. This role will be part of a team of leaders responsible for Year ***** students at the Senior campus.
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It is expected that the person appointed to a leadership position will work with the College Executive Team on the emphases as required by the College Strategic Plan, Annual Implementation Plan and in accordance with all College policies.
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Responsibilities
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TheLeading Teacher - Senior Schoolat Bemin Secondary College:
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Sub school Leadership
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Lead and build the capacity of coordinators and teachers to create a safe, inclusive and respectful Senior school learning community, based on high expectations.
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Establish consistent expectations for behaviour, participation and effort across the senior school and VCE VM pathways.
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In consultation with the Assistant Principal - Senior school, develop a team identity and culture and promote this culture through celebrations and a range of activities that promote student voice and agency.
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Work in collaboration with other Sub School Leaders to ensure consistent implementation of school policies and processes from Year 7 to 12.
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Work in collaboration with the Principal team and Sub school Leaders to ensure consistency on approaches to implementing SWPBS practices and Positive Classroom Management strateg

📌 2027 Leading Teacher - Senior School 10 - 12 Respect, Excellence, Innovation &Community (Melbourne)
🏢 Government schools
📍 Melbourne