Role
In summary, this position will involve:
1. being a member of the Leadership team
2. the leadership of the Well-Being Staff
Leading Strategic Direction
All Leading teachers work as part of a collaborative Leadership Team to ensure that the School¿s Strategic Plan (SSP) is fully implemented. While Leading Teachers have responsibility for specific sections of the SSP, regardless of the person¿s role all members of the leadership team take responsibility for the successful realisation of this plan.
Leading the MFG Way
Lead the development of College wide strategies and a curriculum for embedding, improving and measuring the MFG traits with direct leadership of the highlighted traits below:
They are:
¿Kind, compassionate and trustworthy
¿Caring and respectful of others and themselves
¿Knowledgeable about learning and self-aware
¿Deep thinkers who are curious and creative
¿Problem solvers
¿Resilient, adaptable and able to learn from mistakes
¿Hard-working, ambitious and confident
¿Able to respect and celebrate difference and diversity
¿Optimistic about the future
¿Responsible and active local and global citizens
¿Flexible collaborators, leaders and team members
Responsibilities
Wellbeing Data
·ATOSS Data
·TRP data
·Compass data (Pulse / Chronicle)
·Student focus group data
·Edusafe data
Leading Student Well-being
·Lead the embedding of the MFG Well-being model ¿ The Resilience Project (TRP) - across the school
·Lead the development of teaching practices and strategies across the College relating to classroom climate, teacher-student relations, social engagement and student safety
·Lead the TRP and the adoption of its core teaching practices by all MFG teaching staff
·Leadthe cyclical use of student focus group forums that encourage student voice and agency, identify issues relating to classroom climate and teacher-student relations and use this data to plan for improvement
·Lead the analysis of wellbeing data and the implementation of prevention programs that focus on building resilience
·Lead the development of a comprehensive wellbeing MFG Way curriculum
·Lead the implementation of DET¿s Mental Health and Wellbeing Toolkit.
Leading Staff Well-being
·Lead the embedding of the MFG Well-being model across the school
·Initiate and lead staff focus group forums that encourage staff voice and agency and use this data to plan for improvement and action
·Lead the implementation of the MFG Staff Wellbeing Toolkit and associated activities including activities on Staff Professional Learning Days
·Lead the development and analysis of staff wellbeing data and the implementation of activities and programs that respond to the issues raised by staff.
·Collaborate with the Principals and the elected Health and Safety Representative (HSR) to foster a psychologically safe workplace culture in line with DET¿s Mental Health and Wellbeing Guidelines.
Leading Staff Engagement of Students
·Support the Leader of Engagement and Transition to assist House Leaders and teaching staff with the resolution of high end/extreme student management issues.
·Analyse classroom behaviour in classes where there are multiple concerns and support teaching staff to implement strategies to address these concerns.
·Coach staff on the use of strategies for student engagement
·Design and lead professional learning for teaching staff relating to student wellbeing, behaviour and classroom management.
Leading Student Learning
·Lead the development, implementation and documentation of the MFG Way Program.
·Lead the development of programs and activities connected to the `eSmart Schools¿ initiative and Framework.
·Oversee and lead the student leadership program ¿ House Leaders, Year 12 School Captains and Special Area Captains and Junior School Council.
Leading Parent/Carer Engagement
·Lead the design and implementation of parent/carer engagement programs relating to the MFG Way and MFG Well-being Model (TRP) including communication about the programs¿ purpose and activities .
·Lead regular communication with parents regarding wellbeing issues and programs
·Lead parent/carer engagement programs relating to the `eSmart Schools¿ Framework including communication.
Leading a Team and Staff
·Lead and support the professional learning of staff with respect to the MFG Way, the MFG Well-being Model and TRP.
·Lead and support the work of the MFG Way Teachers.
·Lead and support the work of the Allied Health Wellbeing Team (School Nurse, Mental Health Practitioner, Occupational Therapist).
·Lead and support the professional learning of staff in relation to the `eSmart¿ Framework and associated programs and activities.
·Lead the development and implementation of an `eSmart¿ curriculum and the associated teaching activities and resources.
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.
EEO AND OHS Commitment
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 ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:
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:
Conditions of Employment
3. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
4. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
5. A probationary period may apply during the first year of employment and induction and support programs provided.
6. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
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.
Location Profile
MFG is a vibrant learning community that nurtures and serves the aspirations of girls. ¿We createlifelong learners who live the MFG traits as positive members of their communities.¿
In 2018 we consulted with the school community ¿ students, staff, and parents/carers - to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are:
Kind, compassionate and trustworthy
Caring and respectful of others and themselves
Knowledgeable about learning and self-aware
Deep thinkers who are curious and creative
Problem solvers
Resilient, adaptable, and able to learn from mistakes
Hard-working, ambitious, and confident
Able to respect and celebrate difference and diversity
Optimistic about the future
Responsible and active local and global citizens
Flexible collaborators, leaders, and team members
Surrounded by a supportive `sisterhood,¿ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.
A group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever-growing Facebook presence of past student groups, and a College Alumni Facebook Page has been established to reconnect alumni and allows them to share stories. Our alumni are important to our school and return to share their learnings and stories
Our school is centrally situated within the business, arts, and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a considerable number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
Our student population incorporates a diverse range of cultures, socio-economic backgrounds, and family blends.
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative `essential questions.¿ A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 ¿ 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE (Victorian Certificate of Education) studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs and Vocational Major.
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls¿ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.
All students in Years 7 ¿ 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school¿s co-curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar, and keyboard at school. MFG is also the educational home of the Sweethearts, an exceptionally talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally.
A community garden has been established and exemplifies our school¿s permaculture focus of ¿earth care, people care and fair share.¿ A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a few environmental engineering. In addition, we have also started constructing tiny houses using recycled products.