Director of Middle School

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Eastern suburbs

Reference:

Location Profile

In 2026, the Leadership Team will comprise the Principal, two Assistant Principals, Director of Wellbeing, Business Manager, four Leading Teachers, and one to two Learning Specialists, all full-time.

In 2024, our School Performance Report rated us MEDIUM for both Learning and Wellbeing, with the change level recorded as Maintained.

Our new vision statement:

At Boronia K-12 College, we foster a safe and inclusive learning environment where every student feels a strong sense of belonging. We are committed to empowering students to become knowledgeable, resilient, and curious learners who are equipped to engage with the local and global community. We inspire a shared passion for learning and encourage each individual to strive for their personal best.

Boronia K-12 College is a unique, medium-sized school offering a continuous educational journey from three-year-old kindergarten to Year 12. In 2025, we will have 505 students from Prep to Year primary and 325 secondary) plus around 30 students in our sessional kindergarten program. We combine the benefits of both large and small schools, offering excellent facilities, a wide range of subjects, and co-curricular opportunities such as camps, student leadership, sports, and excursions. We also provide strong pastoral care, individualised academic support, and a close-knit community where staff know students and families well.

In the past 15 months, we have implemented a new vision and direction, supported by our Strategic Plan and guided by key priorities:

• Embedding our Instructional Model.
• Strengthening our Professional Learning Communities (PLC) approach.
• Implementing the Response to Intervention Model.
• School-wide Positive Behaviour Support.
• Respectful Relationships Curriculum.
• The Berry Street Education Model.

Our College value are Community, Aspiration, Respect, and Excellence, along with our motto Belong, Believe, Achieve, form the foundation of the Boronia K-12 Way.

Our Sub-School Structure

• Junior School: Early Learning Centre (three and four-year-old kindergarten) and Foundation to Year 6, offering the International Baccalaureate program.
• Middle School: Years 7- 9, providing a wide choice of electives and personalised learning.
• Senior School: Years 10 -12, with diverse VCE and VET options to prepare students for future pathways.

Across all sub-schools, students are supported by Learning Mentor Teachers (Years 7-12) or Classroom Teachers (Foundation-Year 6), as well as our Wellbeing and Careers Teams. This includes a full-time Director of Wellbeing, School Counsellor, Youth Worker, Chaplain, Adolescent Health Nurse, Primary Wellbeing Leader, Doctors in Secondary Schools program, and Careers Practitioners.

We pride ourselves on our personalised approach to education, supporting and extending every student to achieve their full potential. Our College-wide Instructional Model and Learning Culture create seamless transitions between year levels, enabling all students to demonstrate their abilities and progress in their learning.

Our programs aim to develop the whole child - curious, caring, and knowledgeable young people who make a difference locally and globally. In Junior School, this is strengthened through our International Baccalaureate program; in Secondary, independent study skills are nurtured through diverse learning experiences within and beyond the College.

We are fortunate to offer these programs in one of the most impressive school environments in the outer-east.

For more information, visit our website or contact Executive Assistant Bree Ibbotson.

Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

Role

Thank you for considering this outstanding career opportunity to join the Leadership Team at Boronia K-12 College.

After 13 years as a K -12 College, we are in the midst of an exciting transformation. This role offers a high degree of empowerment and agency, enabling you to make a significant contribution to school improvement and to have a profound, positive impact on the lives of our students, families, and staff.

We are seeking an educational leader who is driven by a strong moral purpose and a passion for making a difference. The successful applicant will be highly committed, hard-working, and possess a proven track record of strong teacher practice and ability to lead change for improvement. You will excel at building positive relationships through listening, learning, and leading with empathy while always placing students at the centre of your work. We value strategic planning, innovation, reflective practice, and an unwavering commitment to high expectations and continuous improvement on the Middle School Programme.

Interested applicants are welcome to contact our Executive Assistant Bree Ibbotson on for further information. A Principal-led tour can also be arranged upon request.

Position Overview

Job Title: Director of Middle School (Years 7-9) inc. SWPBS, Respectful Relationships & House System

Tenure: 27 January January 2029

Classification: Leading Teacher Range 3

Time Fraction: 1.0 (Full-time)

Duration: 3 Years

Apply By: As published on School Jobs Victoria

Responsibilities

This multifaceted role offers both variety and agency, requiring a diverse skill set and a highly capable leader. Key responsibilities include:

Positive Behaviour & Respectful Relationships

• Lead implementation of PBE (SWPBS) and work with SWPBS coach.
• Oversee senior Mentor Program (Topics 1-6) with scope and sequence, and lesson plans.
• Promote House System and spirit.
• Analyse behaviour and engagement data to inform interventions and tiered supports.
• Maintain clear processes for positive culture and follow staged responses.
• Provide staff PD on SWPBS, RRRR and Berry Street Education Model.
• Communicate proactively with parents/carers and support staff during incidents.

Sub School Practice

• Lead a high-performing, data-informed Sub School team.
• Set High Expectations for all students and staff in the Middle School.
• Drive improvement in student outcomes.
• Follow policies and procedures diligently.
• Model BSEM and restorative practices.
• Lead the introduction of Year 8 & 9 end of exams, uniform compliance, and policy adherence.
• Manage rooms, lockers, and device compliance.
• Share positive stories, timely information, run course selection info Night, cohort days, CARE Awards, and student leadership programs.
• Lead assemblies and major middle school events.

Attendance

• Be an active member of the Attendance Improvement Team
• Liaise with Attendance Officer and student services.
• Analyse attendance data and adopt new support strategies.
• Identify students at risk and put in proactive steps with the family.

Academic Rigour

• Share key dates and assessment schedules.
• Support goal setting and Student Led Conferences.
• Lead exam period operations.
• Identify and act on students at risk via data.

Diverse Learners

• Ensure Learner Profiles and IEPs are completed.
• Organise and record SSG meetings.

Learning Walks & Observation

• Visit classes, mentor staff, identify needs.
• Participate in peer observation.

Policy Development

• Maintain and promote engagement policies (attendance, uniform, mobile phones, homework).

Multi-Tiered Supports

• Lead TAL meetings and oversee Tier 1 - 3 supports.
• Create and monitor Behaviour Support Plans and FBAs.

Budget

• Allocate Sub School budget to meet student needs.

Transitions & Pathways

• Lead the Year 6 into 7 transition process.
• Lead the Year 9 into10 transition process.
• Work with Careers Team on career action planning through the Mentor Program.

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 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

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

• 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

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.

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.

Applications close Saturday 6 September 2025 at 11.59pm

Posted

18 August 2025

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