AddressThe community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story: the secondary school of choice for local families and a school of which all in the community can be proud. The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe and achieve.
Our school opened in 2022 and is growing steadily living up to its ambition. In 2025 the College has Year 7 to 10 cohorts. We will add a year level every year following. In 2025 the College adds the Year 10 cohort and commences our program planning for senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.
At Greenvale we focus on supporting individual students wherever they are at in their learning and social development to ensure our students can feel successful and challenged to be their best. We offer extension and enrichment as well as interventions and dedicated support for students who need it.
We have created a learning environment that is built on high expectations for all where all students can belong and feel connected to their education and community.
Our school vision, mission and values were developed in partnership with the community and are:
Vision:
We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens.
Mission:
We are on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.
Values:
Excellence: We relentlessly pursue excellence and achieve our best
Leadership: We support and influence others to achieve more than they thought possible
Respect: We respect others for who they are and value their opinions
Teamwork: We work together to achieve our goals through trust and mutual support
Facilities
In 2025 the College opens our brand new facilities which have been under construction throughout 2024.
- Administration and Learning Resource Centre building
- STEM building
- Learning Neighbourhood building
- Visual Arts Building
- Performing Arts Food Technology and Physical Education building including large indoor multi-court
- 4 x hard courts
- Sports Oval
- Staff carpark
- 2 x bike shelters
- Canteen
The College has a current student capacity of approximately 1100 students however we will grow into the capacity steadily as we add each year level cohort.n Term 4 2023.
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.
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.
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.
SC4 Demonstrated 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.
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.
SC6 Demonstrated capacity to contribute to the successful establishment of a new secondary school and a proven capacity for effective curriculum development and implementation of research based classroom management practices.
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.
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.
Leading Teacher – Educational Leader (Head of School)
The Head of School positions focus is on the establishment and support of staff in the relevant sub school.
The College is structured to provide maximum support to all students and families throughout their journey at Greenvale Secondary College. The structure at Greenvale Secondary College is:
- Year 7 and 8 – The Junior School is where critical foundations are built, including teaching students to identify their own strengths, develop planning and concentration skills as well as taking responsibility for their learning by developing a resilient mindset
- Year 9 – The Middle School is where students are encouraged to further develop their own identity by solving real world problems to develop those key 21st Century skills
- Year 10, 11 and 12 – The Senior School is where engagement to school is further deepened through leadership development, and planning for future pathways and independence.
The role incumbent has deep knowledge and expertise in high quality student engagement and teaching strategies that will deliver improved and consistent student engagement practices across every classroom. The Head of School will be responsible for the organisation and supervision of students and activities relating to the particular year levels and have responsibility for the welfare and discipline of their students. They also need to encourage the development of a team approach within their year level and work closely with the Assistant Principal as well as classroom teachers.
Additionally the position will:
- Lead the successful transition of students in the sub school through the development of strategies to ensure educational opportunity and equity.
- Lead and support the staff within the sub-school to promote a positive climate for learning.
- Lead student management in the sub school which is consistent with school wide policy and process.
- Support student engagement and wellbeing team across the school and specifically within the sub-school to manage attendance, wellbeing, behaviour and student engagement.
- Contribute to the development positive ongoing communications between staff, students, families and the community.
- Work with Principal Team to build ongoing positive relationships with primary feeder schools.
- Work with sub school team to improve and monitor junior school student outcomes including attendance, engagement and relevant outcomes-based data.
- Develop required documentation for sub school including but not limited to student handbooks, staff handbooks, course guides.
- In conjunction with the Leadership Team, build capacity of Sub School Staff.
- Implement the whole school coaching and mentoring models
- Attend and chair all relevant meetings
- Support and lead other staff within the College
- Attend and actively contribute to all information events and exhibition evenings for the College
- Other duties as requested by the Principal.
This role reports to Principal Class
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.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- This Leading Teacher role is tenured for 3 years and will be reviewed accordingly in alignment with the school strategic plan.
- Shortlisted applicants will be asked to complete a Facet 5 Personality Profile Survey for use by the Selection Panel.
- In 2025 the College has Year 7 to 10student cohorts. We will add a year level every year following.
- Until 2026 teachers will have a higher than normal curriculum development role. This curriculum is developed in detail, is shared and is collaborative in nature.
- As a college, we prioritise developing the skills of our staff and students with observation measurement goal setting and improvement for all. We run a targeted coaching program and offer leadership development pipeline for staff aspiring to school leadership and positions of responsibility.
- We offer flexible working arrangements to all staff including a work from home option.
- Applications should be constructed, and attached, as one PDF document.
- Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.
- Applications should be saved as a PDF.
- 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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
