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Form of workMonterey Secondary College is situated in Frankston North and services the areas of Karingal, Skye, Carrum Downs, Seaford, Frankston and Frankston North. Along with Aldercourt Primary and Mahogany Rise Primary, the schools form the Frankston North Schools Alliance as part of the Frankston North Education Plan (FNEP). The $26.2 million place-based education delivers life altering opportunities for families in the local community through a birth-to-adult model that breaks cycles of intergenerational disadvantage. The plan has seen increased investment in new facilities, resources and staff, centred around a partnership between the Schools, the Frankston City Council, the Department of Education and the Colman Foundation. Through this model, Monterey and its partner schools are at the centre of an ambitious, broad-reaching and life-changing community transformation that begins with high-quality education and achieves the plan¿s vision that ¿every child and family is successful in learning and life¿.
Through the plan, Monterey Secondary College has undergone a period of rapid positive-transformation, as documented in The Age newspaper, in December 2021. (https://www.theage.com.au/national/victoria/former-struggle-school-stuns-with-two-year-turnaround-20211219-p59irm.html) Staff and student culture has turned around, setting a stable foundation for the ongoing success of the College. This transformation makes Monterey Secondary College a fantastic school for any ambitious educator to grow and develop themselves, with the support, mentoring and guidance of a successful leadership team. As a growing and improving school Monterey offers a unique opportunity for school leaders. Being a part of Monterey¿s turnaround journey offers a unique opportunity for ambitious and highly effective school leaders to develop skills and capabilities, quickly broaden the scope and impact of their roles and accelerate their development as highly effective school change-makers.
To learn more about that transformation, you should arrange a tour of the school with a member of the leadership team, and read about our partnership with the Berry Street Education Model. https://www.berrystreet.org.au/news/bsem-in-action-monterey-secondary-college
In 2021 Monterey Secondary College opened the Centre of Excellence, with high quality Teaching and Learning across all domains and a select entry Sport and Health Sciences stream, the Silvertop Sports Science Academy. Multiple partners have been engaged to provide extended learning programs and opportunities both before, during and after the school day. Purposefully designed, resource- rich, flexible spaces incorporating indoor and outdoor learning areas exist across the school and will continue to be built and developed. These state-of-the-art facilities are utilised to deliver engaging curriculum and programs.
A strong and meaningful transition program ensures a smooth and seamless flow through the Frankston North Education Precinct for local students, whilst partnerships, outreach and further transition programs support student enrolments from primary schools outside of the precinct and within the College enrolment zone. Monterey Secondary College fosters a highly positive learning environment that successfully caters to a diverse student cohort and accommodates all with a range of pathways and programs. The College recognises that students have specific learning needs and make progress at different rates. The challenges of becoming a lifelong learner, pursuing further study, successfully entering the workplace and being a responsible member of society face all students. The school assists students and staff to meet these challenges and be not only responsible individuals who are able to relate to family, friends and colleagues, but informed citizens, who understand and contribute to the community in which they live and the wider world around them.
The Frankston North Education Plan will deliver community transformation in Frankston North and maintains an unrelenting focus on improving outcomes through high quality teaching and learning. Monterey Secondary College seeks staff to join their team who share this passion and are genuinely committed to working with young people in the school and aspire to the vision of the Frankston North Education Plan, that ¿Every child and family is successful in learning and life.¿
(a) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college. (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
(b) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
(c) Planning, policy and program development and review
(i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
(ii) Demonstrated ability to implement Department policies to a high level.
(iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
(d) Leadership of staff and students Ministerial Order 1038 (as amended by Orders 1267,1328,1354 & 1360) 82
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team. (ii) A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
(e) Interpersonal and communication skills
- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity
- An ability to work with parents and the community to develop a strong learning environment
The assistant principal reports directly to the principal.
Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.
The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.
Typically, assistant principals perform one or more of the following functions:
- supervision and coordination of the work of senior curriculum or level coordinators;
- allocation of budgets, positions of responsibility and other resources within the area of responsibility;
- supervision of the delivery of teaching programs;
- management of programs to improve the knowledge and experience of staff;
- responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
- contribute to the overall management of the school;
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
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
- 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
- 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.
