Leading Teacher - Applied Learning Domain Leader Immediate Start

Leading Teacher - Applied Learning Domain Leader Immediate Start

Government schools – Melbourne Northern Suburbs VIC

Mickleham Secondary College opened in January 2023 and is located in Mickleham, approximately 39 kilometres north of Melbourne.

Situated within the growing Merrifield residential estate, the College is set on an expansive 20‑acre site with modern landscaping and is positioned adjacent to the Merrifield Recreation Reserve. The school is part of a vibrant, engaged and supportive community, with strong and growing partnerships across local organisations and services.

Mickleham Secondary College has established a strong culture of professional learning, where classroom observation, learning walks, coaching, data analysis and academic research are embedded in everyday practice.

We are committed to fostering a positive and high‑performing learning environment for both staff and students. The College is proud to have been recognised as a 5‑Star Employer of Choice by The Educator in 2024 ,2025 and 2026.

The College currently has approximately 1000 students across Years 7 to 11 as of 2027 with a full years 7‑12 cohort from 2028.

Facilities include:

• Administration building with library, staff offices and amenities
• Learning neighbourhood buildings
• Science building
• Materials technology building
• Visual arts building
• Community hub, including a competition‑grade basketball and netball court, canteen, and music, drama and food technology spaces
• Sports field

The completion of Stage 2 buildings marks an exciting milestone in the Colleges growth, supporting an expanding student population and providing modern, purpose‑built facilities for teaching, learning and community connection.

Vision
At Mickleham Secondary College, our vision is to co‑create an inclusive and supportive learning community where all members are empowered to achieve their best.

Mission
Our mission is to make a difference for every individual by providing the knowledge, skills and opportunities needed for a successful future.

Values
Our values are Achievement, Respect, Community and Honesty.

• Achievement: We strive for personal excellence, recognising that success looks different for each individual. Students are supported to continuously improve their knowledge and skills and achieve their personal best.
• Respect: We value ourselves and others, embracing diversity and demonstrating positive attitudes and behaviours in all interactions.
• Community: We work together to build a strong sense of belonging, pride and connection within both the school and wider community.
• Honesty: We act with integrity, taking responsibility for our actions and demonstrating trustworthiness in all that we do.

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.

SC6 Outstanding professional and personal attributes including humility, collaboration and a commitment to professional learning and growth

Role

• Work as a member of the Curriculum Leadership Team, collaborating with the Leading Teacher Curriculum and English and Mathematics Domain Leaders to support curriculum alignment and high‑quality teaching, particularly within VCE VM Literacy and Numeracy.

• Oversee assessment and reporting in the Applied Learning Domain, working closely with the Leading Teacher Assessment and Reporting to ensure consistent approaches to assessment, moderation, authentication, record keeping and satisfactory completion in line with VCAA requirements and College expectations.

• Lead the development, implementation and continuous improvement of high‑quality curriculum, learning sequences and teaching resources across VCE VM Literacy, Numeracy, WRS and PDS, with a focus on improving student learning and engagement.

Responsibilities

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

• Leading and managing the implementation of whole‑school improvement initiatives related to the school strategic plan and school priorities
• Leading and managing the implementation of whole‑school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Teaching demonstration lessons;
• Leading and managing the development of the school's assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

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) via*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

• 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).

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