Educational Leadership_Leading Teacher Maths/Numeracy Years 7

Overview

Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria’s fastest-growing secondary school. The College will grow to over 1300 students in its third year. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member to establish a strong school culture with critical, creative and ethical thinking, coupled with interpersonal skills that reflect equity, inclusion and cultural sensitivities.

Situated across two campuses, Bemin Secondary College is Truganina’s first secondary school, offering a unique experience to help create a culture of educational excellence at the heart of the Truganina community. Our Junior (7-9) and Senior (10-12) campuses are located within the following distances from major areas:

- 35 minutes’ drive from the Melbourne CBD
- 15 minutes’ drive from Point Cook
- 15 minutes’ drive from Caroline Springs
- 21 minutes’ drive from Yarraville
- 26 minutes’ drive from Essendon

The College will introduce Years 9 and 12 for the first time in 2026, completing our year levels (Years 7–12), with student population growth expected in the coming years.

Vision

At Bemin Secondary College, all students will be empowered to achieve their individual best learning and wellbeing outcomes. Learning, growth and achievement will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.

Mission

Bemin Secondary College’s mission is to foster a learning community with high expectations, a commitment to evidence‑based practices and pride in the school values. The school promotes a strong sense of community by building home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity through differentiated pathways while acknowledging that individual cultures and personal identities are sources of strength.

All teachers are expected to collaborate in a multidisciplinary way within a professional learning community. Teachers may work across both campuses based on qualification and experience. They are expected to understand the School’s pedagogy and to co-create and implement a guaranteed and viable Victorian Curriculum and/or VCE senior program. The School is committed to ongoing adult learning and skill improvement and to embracing the School Wide Positive Behaviour framework. Staff work with parents and families to provide ongoing feedback about student learning growth and wellbeing.

Bemin Secondary College is committed to building literacy and numeracy skills across both campuses.

Teaching and Learning

Bemin has a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to delivering an engaging curriculum. Differentiation, effective feedback to students and parents, and structured lesson planning are core expectations.

Positive Climate for Learning

The School Wide Positive Behaviour framework underpins high learning and behaviour expectations and promotes inclusion. The School teaches students the importance of learning and behaviour routines to achieve success.

If you are ready for the next challenge and excel in working creatively and collaboratively to enable student success, please contact Principal Joanne Camozzato via phone or email to discuss the role further.

Role and Leadership Model

Leading teachers are highly skilled classroom practitioners who undertake leadership and management roles commensurate with their salary range. The role is to improve the skill, knowledge and performance of the teaching workforce and to improve the curriculum program of the school. Leading teachers coordinate staff to achieve improvements in teaching and learning, modelling, coaching and using processes that develop knowledge, practice and professional engagement in others. They are expected to lead a significant area within the school with independence to ensure development, provision and evaluation of the education program. They contribute to policy development, impact school goals, and lead one or more priorities in the school strategic plan.

Responsibilities

Leading Teacher – Mathematics/Numeracy

Leading Teacher – Mathematics/Numeracy will be responsible to the College Principal Team, in particular the Assistant Principal – Mathematics/Numeracy and Assistant Principal – Teaching and Learning. This role is part of a team of leaders responsible for Mathematics/Numeracy across both the Junior and Senior campuses. Responsibilities include:

- Demonstrate high-level expertise in Mathematics teaching and learning practices.
- Model exemplary classroom practice including teaching demonstration lessons.
- Collaborate with the leadership team to develop a shared view of effective teacher practice reflecting VTLM 2.0 and the College’s instructional model.
- Lead and model whole-school improvement strategies related to curriculum planning and delivery.
- Engage Curriculum Area members in curriculum development.
- Document, evaluate and store units of study on the school drive.
- Lead staff in PLCs and teams to review practice and teaching programs.
- Facilitate PLC meetings focused on curriculum documentation, pedagogy sharing, data use for differentiation and monitoring progress.
- Guide and monitor teacher teams in creating high-quality formative and summative assessments and their moderation.
- Implement and review evidence-based intervention and support programs.
- Contribute to professional learning and observation/feedback processes.
- Provide evidence-based feedback to staff for development of practice.
- Collaborate on collection and analysis of test results/data regarding student achievement and engagement.
- Provide regular reports on curriculum issues to staff, students, parents, and the wider community.
- Develop expertise in numeracy teaching strategies across the school and support literacy teaching within PLCs.
- Be a regular presence in Mathematics classrooms to model reflective practice.
- Promote the Curriculum Area at events (Awards Night, Information Nights).
- Perform other duties as allocated by the Principal.

Proactive Expert Contribution:

- Participate in teaching and learning teams and contribute beyond meetings.
- Engage with relevant subject organisations to communicate professional development opportunities.
- Stay informed of VCAA updates.
- Lead and manage the development of the school’s assessment and reporting policies within the subject area.

Whole School Leadership:

- Lead whole-school improvement initiatives aligned with the school strategic plan and priorities.
- Develop curriculum planning and delivery improvements across the school.
- Contribute to overall leadership and management of the school.
- Contribute to proposals for school council consideration.
- Other duties as allocated by the Principal.

Who May Apply

Teachers registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the specified curriculum area(s).

Diversity and Inclusion

Applicants seeking part-time employment are encouraged to apply and negotiate a reduced time fraction if selected. The Department is committed to equal opportunity, diversity and inclusion, and values diversity in all forms. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. We provide flexible work, family-friendly practices and reasonable adjustments where needed.

Additional support and advice for Aboriginal and/or Torres Strait Islanders is available from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

Victorian government schools are child-safe environments. All staff are committed to protecting students and meeting legal obligations, including child safe standards. Details of the department’s Values are available on its site. All staff have access to a broad range of employment conditions and working arrangements. Appointment will be subject to a satisfactory pre-employment check and a probation period may apply.

Applications and Conditions

Please ensure your application includes a resume with relevant experience and contact details, a section addressing the selection criteria, and two referees with contact information. The selection panel may seek additional referees as needed. Detailed information on terms and conditions is available on the Department’s HR website.

Conditions of Employment

- All staff have access to a broad range of employment conditions and working arrangements.
- Appointment will be subject to a satisfactory pre-employment check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Details on terms and conditions are available at 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 with the Victorian Institute of Teaching; and
- If the applicant completed an Australian postgraduate level initial teaching program on or after 1 January 2024, demonstration of a postgraduate level accredited initial teacher education program as required by the Australian Institute for Teaching and School Leadership standards; and
- A Victorian ITE graduate after 1 July 2016 must demonstrate LANTITE requirements (where part of the Victorian ITE program).

Applications close

Applications close Thursday 9 October 2025 at 11.59pm.

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