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Overview

Mount Ridley P-12 College was founded in 2009 and is located in the City of Hume, one of Melbourne's rapid growth corridors. Situated on an 11 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College serves both primary and secondary students with an enrolment figure of approximately 2850 students across the whole College in 2024. The current College's SFO index is 0.6 and the SFOE index is 0.5, indicating a high level of family social disadvantage, with increased funding levels provided by the Education Department to assist with raising educational outcomes.

The College offers curriculum provision and facilities for Prep to Year 12, governed by a single School Council. It incorporates an innovative design to meet new and changing pedagogical approaches to State education. The College works with local services to achieve seamless transitions into primary school and to provide shared ventures with community facilities and partners. The College has also developed a Community Garden project focused on sustainability and healthy living skills.

Role and Structure

Mount Ridley College has four Mini Schools: Early Years (Prep – Year 4); Middle Years (Years 8 and 9); and Junior Years and Willandra Learning Neighbourhoods, plus a Senior Years facility. An extensive senior leadership team supports students, staff and families in each Mini School. The College operates a Languages and Professional Learning Centre (Landale) for Italian and Japanese programs, EAL, and staff professional development.

Facilities include learning neighbourhoods, music spaces, a theatre, art and technology facilities (DICE Centre), libraries, a Student Services and Counselling facility (Berkshire) and a central Administration area. The College also hosts Community Hubs and various specialist spaces to support a broad range of learning and community partnerships.

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including literacy and numeracy teaching, with experience in catering to diverse student learning needs.

SC2 Demonstrated experience in planning and implementing high impact teaching strategies, guided by how students learn, and in evaluating learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning, using data to inform teaching and providing feedback to students and parents.

SC4 Demonstrated interpersonal and communication skills and collaboration with students, parents, colleagues and the broader school community to support learning, wellbeing and engagement.

SC5 Demonstrated alignment with Department values and commitment to reflective practice and professional learning.

Role

The classroom teacher classification comprises two salary ranges: Range 1 and Range 2. The primary focus is planning, preparation and teaching to achieve specific student outcomes. The classroom teacher engages in reflective practice to improve knowledge and skills and student outcomes. As experience increases, teachers may contribute to the school program beyond the classroom and may undertake other duties in line with salary range, qualifications and training.

Range 2 responsibilities include assisting the school to improve student performance and outcomes, developing and implementing school policies, and increasing staff knowledge about high-quality instruction. Range 2 teachers are 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 to engage in continuous improvement
- Provide expert advice on content, processes and strategies that shape professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches and achieve targets for improving student learning outcomes

Range 1 responsibilities focus on developing classroom practice with guidance from senior staff and delivering programs to meet student outcomes. They may supervise student teachers, participate in policy development, and support school priorities. New entrants receive structured mentoring and induction programs. Under guidance, new entrants plan and teach groups in one or more subjects and participate in professional learning to integrate curriculum, assessment and pedagogy.

Range 1 teachers teach their own classes and may contribute to policy development and co-curricular activities.

At Range 1, new entrants will plan and teach student groups in one or more subjects and participate in induction and professional learning activities to integrate curriculum, assessment and pedagogy across the school.

They are responsible for teaching their own classes and may participate in policy development and co-curricular activities.

Responsibilities

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal
- Participating in activities such as parent/teacher meetings, staff meetings, camps and excursions
- Undertaking other non-teaching supervisory duties

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

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if successful, request a reduced time fraction. Requests will be negotiated case-by-case and subject to operational requirements.

The Department of Education is committed to equal opportunity, diversity and inclusion for all. We value diversity in all forms, including gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. The Department promotes flexible work, diversity and safety across all workplaces and provides reasonable adjustments for persons with a disability.

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 promote the safety and wellbeing of all students, and staff are committed to protecting students from abuse or harm, in accordance with legal obligations and child safe standards. A Child Safety Code of Conduct is available on the department's website.

The department's Values are: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on values is available on the department site, and staff are encouraged to refer to the Staff Code of Practice.

Applications

Applications should include:

- A cover sheet with your name, address, contact details and registration number (VIT or Working With Children Check)
- A specific response to the selection criteria
- A summary of experience and qualifications
- Contact details of three referees (names, phone numbers and emails) who can provide information regarding your application against the key selection criteria. Referees may be contacted in line with policy guidelines.

Conditions of Employment

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment subject to satisfactory pre-employment checks.
- A probationary period may apply during the first year with induction and support programs.
- Detailed information on terms and conditions of employment is available on the Department's HR website.

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

- Provisional or full registration approved by the Victorian Institute of Teaching
- If the person completed an Australian postgraduate level initial teaching program on or after 1 January 2024, they must have completed a postgraduate level accredited initial teacher education program that is accredited to standards
- A graduate from a Victorian ITE program after 1 July 2016 must demonstrate they have passed the literacy and numeracy test for initial teacher education (LANTITE)

Applications close

Applications close Saturday 4 October 2025 at 11.59pm.

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