Mooroolbark College is a school of approx. 900 students located in the outer eastern suburbs of Melbourne. The school has a Student Family Occupation (SFO) Index of .45. The College is nestled in a residential area and has an outstanding vista of the Dandenong Ranges. The spacious and attractive grounds provide a safe and secure environment for the students and have excellent facilities that support the Teaching and Learning that takes place in all programs that promote the achievement of excellence.

Mooroolbark College's focus is principally on academic excellence, with staff who are committed to continuous improvement of student learning outcomes. A balanced and diverse range of programs is available to allow students to choose and complete an appropriate pathway and extra-curricular activities to build on their strengths and interests. The College boasts a strong record of academic achievement within the Junior School Aspire program and the Victorian Certificate of Education. The College provides a stimulating and secure learning environment involving a wide network of community partnerships within the VCE, VCE VM and VET programs.

At Mooroolbark College our House System has an emphasis on pastoral care which is designed around a strong belief in students belonging to `something bigger than self, something that values, protects and supports them, with distinct emphasis on the importance of relationships. House offices are located centrally around the Student Wellbeing & Learning Centre of which incorporates the College's wellbeing team, First Aid, café and recreational seating as well as the College library. Each House consists of a House Leader, two Cluster Co-ordinators, a Learning Mentor and a Pathways Advisor.

With a focus on SWPBS, our College values of Respect, Resilience, Compassion and Endeavour are central in all college operations. The teaching and learning program is built on an embedded instructional model incorporating engage, explain, action and review. Whilst our College values span throughout all year levels, Year 7 has a specific focus on Resilience, Year 8 on Respect, Year 9 on Endeavour and Year 10 on Compassion.

The school values educational leadership and our School Improvement Team consists of the Principal Class, Business Manager (ES), Inclusion Leader (ES) and all Leading Teachers and Learning Specialists.

The College is proud of the tradition that is built around Student Leadership, SRC and House Captains, Academic Awards and Sporting Achievements.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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

NATURE OF POSITION:

The Head of each House is a Leading Teacher within the Leadership Team of the College and will undertake the management and overall leadership of vertical House of approximately 250 students.

This position is supported by 2 House Cluster Leaders.

COMMITTEE/WORK GROUP MEMBERSHIP:

This position is a member of the School Improvement Team.

This role includes membership of the following improvement teams:

The Head of House is required to attend the SWPBS Implementation Team, Full House Meetings and at least one additional Improvement Team (i.e. Student Attendance Improvement Team).

This role requires the leadership of the:

- House Team. While the House Learning Mentor and the House Pathways Advisor do not report directly to the House Leader, they are an essential part of each House Team.

The Head of House will be rostered on to attend the Community Sub Committee of College Council meeting to report on relevant Strategic Plan/AIP goals/targets.

This position may require the leading of professional learning and or Qualified Learning Teams.

LEADING TEACHERS




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

TASKS AND RESPONSIBILITIES:

Priority Strategic Plan Area:

This position requires the Head of House to work collaboratively across the School Improvement Team, contributing to and supporting the portfolios of other team members, recognising that responsibilities overlap and shared ownership is essential to achieving the College's strategic goals.

Key to this position is the demonstration of the Mooroolbark College Leadership Values aligned to Respect, Resilience, Endeavour and Compassion.

STRATEGIC LEADERSHIP AND IMPROVEMENT

- Actively support and implement College and Department of Education policies, the College Strategic Plan and Annual Implementation Plan as they relate to the role.
- Lead the implementation of relevant strategic priorities and Key Improvement Strategies.
- Develop, implement and monitor an annual House Action Plan aligned with College priorities.
- Provide advice to the Principal Team on student outcomes, wellbeing and the effective management of students within the House.

CONNECT PROGRAM AND STUDENT ENGAGEMENT

- Lead the implementation of the vertical Connect Program within the House System.
- Develop, implement and monitor a four-year Connect Plan that establishes a guaranteed and viable curriculum and a supportive environment for all students.
- Ensure College values are explicitly taught and positive behaviour strategies and activities are embedded within the Connect Program.
- Lead the development and monitoring of student learning goals to support student growth, engagement and achievement.

YEAR LEVEL CAMP LEADERSHIP

- Lead a year-level camp that supports student connection, engagement and wellbeing.

TEACHING AND LEARNING

- Lead the implementation of relevant elements of the Victorian Teaching and Learning Model (VTLM) 2.0, including Enabling Learning and the integration of School-Wide Positive Behaviour Support (SWPBS).
- Support teachers to develop effective classroom management strategies and consistent approaches to student engagement and behaviour.
- Liaise with Key Learning Area (KLA) Heads regarding student learning, curriculum provision and student subject choices.

STUDENT WELLBEING AND MANAGEMENT

- Coordinate student wellbeing and student management within the House.
- Lead the House Team in identifying students requiring referral to the Student Wellbeing Team.
- Support the implementation of the Disability and Inclusion processes for students within the House.
- Provide advice and support to the Principal Team regarding individual students and broader student management matters.
- Work collaboratively with relevant staff to support positive student behaviour, engagement, attendance and wellbeing.
- Mentor Student Leaders to perform their leadership roles in a meaningful and positive manner.

HOUSE TEAM LEADERSHIP

- Provide leadership and direction to the House Team through regular meetings and collaborative planning. Whilst the House Learning Mentor and the House Pathways Advisor do not report directly to the House Leader, they are an essential aspect of a House Team.
- Support and guide House Cluster Leaders in their leadership responsibilities.
- Conduct additional teacher meetings as required to address House priorities and student needs.

STUDENT ACHIEVEMENT AND RECOGNITION

- Coordinate the collection and review of student achievement data across curriculum and co-curricular programs at each year level within the House.




- Identify opportunities to celebrate student achievement, participation, growth and positive contributions.
- Plan, organise and implement House awards and celebration ceremonies that recognise student success and reinforce College values.

RESOURCE AND BUDGET MANAGEMENT

- Develop and manage the annual House program budget in line with College priorities and financial processes.
- Allocate and monitor House resources to support the effective delivery of House programs and activities.
- Manage House lockers by allocating lockers, monitoring locker use and ensuring students leave lockers in an appropriate manner at the end of each year.

HOUSE CLUSTER DUTIES

- Undertake the duties of a House Cluster Leader, as set out in the House Cluster Leaders Job Description.

GENERAL DUTIES

Perform other duties as directed by the Principal Team.

Mooroolbark College values diversity and is committed to workforce diversity and equal opportunity. As a result, this role requires active implementation of the College's Equal Opportunity Policy to ensure a safe and inclusive environment exists for both staff and students.

Mooroolbark College is a child safe environment requiring a commitment from all staff to protecting students from abuse or harm in the school environment, in accordance with their legal obligations. This role requires active implementation of the College's Child Safe Policy and Child Safe Code of Conduct to ensure the safety and wellbeing of all students.

Complete all Occupational Health & Safety (OH&S;) related tasks as directed by the Mooroolbark College OH&S; Committee or 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 [email protected]

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 protected 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:

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 Thursday 29 October 2026 at 11.59pm

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📌 Leading Teacher - Head of House (Melbourne)
🏢 Victorian Government
📍 Melbourne