▷ (Immediate Start) Flexible Learning Options

Overview

Melton FLO (Flexible Learning Options) cater for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria, where student referrals are received directly from these secondary schools. The key objectives of our FLO programs are to support and re-engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re-engage with mainstream education, or transition into further education, training and/or employment.

Melton FLO offers three accredited re-engagement FLO programs:

- CaLM (Community and Learning Melton)

The CaLM campus located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College with all FLO programs operating within Department of Education Victoria policies, procedures, and guidelines.

The CaLM and VPC programs operate out of the CaLM campus located in Kurunjang, Victoria whereas students within the FLIP program have a blended learning timetable where they study online from home and are also provided face to face education support at the Melton Library and the CaLM campus. The CaLM program caters for up to 35 students from year 7 – 10 and FLIP caters for up to 60 year 7-10 students. The VPC is offered for up to 15 Melton FLO students. Many FLO students have experienced a degree of trauma and present with learning difficulties, social, emotional, and mental health issues, low attendance, and challenging behaviours.

The Melton FLO programs have a team of highly trained staff including a Campus Principal, three Leading Teachers, eight teachers, three Education Support staff, a Wellbeing Coordinator, a Transitions and Pathways Advisor, an Education Support Leader, and an Administration Assistant.

The FLO programs aim to support students to re-engage with mainstream education or follow a positive pathway into further education or training. It is personalised and aligned with the year 7-10 Victorian Curriculum and supported by a therapeutic approach based on the Berry Street Education Model. Onsite class sizes are small, and the academic program consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning and work-related skills. FLIP Melton is an online personalised program which seeks to reconnect students with learning, to engage them as leaders of their own learning and to help them achieve the learning and personal goals they negotiate through and directly with their Learning Mentor (VIT registered teacher).

Vision: At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best - academically, emotionally, and socially.

Safety:

We prioritise the physical and emotional safety of all members of Melton FLO by creating and maintaining an inclusive learning environment where everyone feels protected from harm, bullying, discrimination, and any form of violence.

Safety enables everyone to feel comfortable without fear or judgement of individual needs.

Respect:

We respect ourselves, others, and our environment by showing kindness and acceptance towards the opinions, backgrounds, and unique abilities of all members of Melton FLO.

Respect is demonstrated by considering shared spaces, resources, and expectations.

Personal best:

We encourage all members of Melton FLO to continuously challenge, reflect and persist in reaching our personal best.

Personal best is developing and enhancing ourselves emotionally, socially, and academically.

The Melton FLO team exists to develop others to enable student growth.

Our overarching school goal is to further develop a learning environment that engages students in their own learning and supports the development of positive wellbeing and behaviours. Our school vision of At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe, respected and can achieve their personal best ¿ academically, emotionally, and socially¿ recognises that young people need both access to high levels of academic learning as well as social and emotional learning as described in the Capabilities of the Victorian Curriculum. Students will develop these capabilities when the explicit teaching of positive behaviours and mindsets occurs throughout the curriculum and daily interactions with staff. Students will feel safe, respected, and valued to perform at their personal best when the FLO structures and processes supports the delivery of this curriculum, routine positive interactions and feedback and a strong Student Voice. Students will feel greater ownership of their learning when they are provided with high quality feedback and student progress data and the opportunity to regularly engage in goal setting and reflection.

Our agreed staff behavioural framework

At Melton FLO, all staff:

- Support each other
- Have genuine conversations
- Seek to understand
- Commit to action
- Share information

Further information is available from the Campus Principal, David Reid on 0422 116 971

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community to support student learning, agency, wellbeing, and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

SC6 Sound level of understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers, and the ability to engage each child to progress their learning.

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2

Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Responsibilities

- Direct face to face teaching of units in the VPC class; small CaLM classes, and /or in one-to-one settings to year 7-12 secondary school students from mixed ages and abilities, targeting key literacy and numeracy skills (dependent on applicant skill sets and experience).
- Contributing to the development, implementation and evaluation of the VPC curriculum area or other curriculum programs within the school;
- Adopting the principles of the Berry Street Educational Model and School Wide Positive Behaviour framework integrating these into day-to-day practice.
- Contributing to the development, implementation and evaluation of literacy and numeracy integrated units of work and other curriculum programs within the school to achieve specific student outcomes.
- Administer and use diagnostic tools such as PAT assessments, Essential Assessment, and York Assessment of Reading for Comprehension(YARC), to determine literacy and numeracy levels and to devise individual and targeted activities.
- Keep detailed records and assessment learning data that reflects student progress.
- Implement, record and analyse 1:1 reading recovery programs with students.
- Provide verbal feedback and written assessment and reports to parents/carers.
- Engage in critical reflection to improve knowledge and skills to better engage students and improve their learning.
- Work in collaboration with members of the Melton FLO Team, as well as other staff from DE schools, and other agencies, to provide quality outcomes for students.
- Engage in ongoing professional development and integrate the learnings into day-to-day practice.
- Use multiple sources of feedback to inform professional learning goals and classroom practice.
- Participate and contribute to student case management meetings.
- Liaise with community agencies, employers, and other education providers when necessary.
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions.
- Provision of educational and well-being support to students in a waythat is trauma-informed and promotes safety, positive relationships and creates a supportive learning environment.
- Undertaking other non-teaching supervisory duties
- Undertaking other classroom teaching related and organisational duties as determined by the FLO Leading Teachers and/or FLO Campus Principal.

Who May Apply

Required

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

- Experience working with at risk school aged children and have had training and/or are familiar with trauma informed practices.

Diversity and Inclusion

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 (seeWorkplace 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 marrung@education.vic.gov.au

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:

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:

- 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.
- 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

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

Sunday 5 October 2025 at 11.59pm

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