SC1      Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2      Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5      Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

SC6     Demonstrated ability to actively contribute to a positive school culture, and drive an instructional approach founded on collaborative practices, incorporating real-world learning opportunities for girls.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. 

Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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.

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

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.

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Melbourne Girls’ College is an innovative learning community that believes every student can “lead and achieve”. We invest in every student’s academic and personal needs to ensure we have growth for all.

Our vision is to focus on the development of:
•    Personal, social and emotional wellbeing
•    Creating global citizens, who are ethical leaders with a sense of stewardship for the future
•    Academic growth, including in the areas of Science Technology Engineering Art and Mathematics (STEAM)
•    Sporting endeavours, particularly in rowing and aerobics
•    Artistic endeavours, particularly in performance, visual arts and music
•    Social endeavours, particularly in the promotion of diversity, sustainability and philanthropy.

Excellence - We value the pursuit of excellence in our achievements and aspirations while always striving to give our best.

Teamwork - We know we can achieve so much more when we work and learn collaboratively.

Diversity - We are a richer community when we are authentically inclusive, embrace difference and promote creativity and innovation.

Melbourne Girls’ College (MGC) was established in 1994 on the original site of Richmond Secondary College, which was closed in 1992. The College was envisaged as an innovative and exemplary environment for girls’ education. From humble beginnings of 300 students, today the College has flourished and grown to become a vibrant community of over 1400 students. We continue to honour the original vision of our founders and are proud of our reputation as a creative, safe and supportive place of learning characterised by academic excellence, teamwork and diversity.

The college has students coming from diverse backgrounds and over 60 nationalities including a strong International Students Program.  The staffing profile of Melbourne Girls’ College is made up of a College Principal, 3 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 81.63 Teachers, 24.37 Education Support staff, and a Business Manager.

In our short history, our reputation for excellence has grown so much that demand for enrolments exceeds available places. One reason for this is that MGC has consistently performed well in terms of academic excellence and university entry as well as in vocational pathways, reflecting our broad, inclusive and rigorous educational approach. We are proud of our diverse school community and our ability to support every student within our school community to achieve best outcomes. We have built a culture that values the voice and influence of our students and understands the importance of providing tailored pathways for each and every student.

While our academic achievements are a publicly recognised strength of Melbourne Girls’ College, we are equally committed to the personal, social and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing based on the Visible Wellbeing Framework.

The college’s house program creates a sense of belonging, and fosters enthusiasm, teamwork and leadership across a range of activities including annual swimming and athletics inter-house competitions. In addition to the sporting competitions, there are competitions in music, art, debating, chess, and public speaking.

The college prioritises and celebrates success and growth in the whole person and MGC has a strong focus on sporting endeavours, particularly in rowing, aerobics, dance, and other school sporting programs. The college invests in creative, artistic endeavours and experiences for students, particularly in the performing and visual arts and MGC has a thriving Australian Airforce Cadets program. The Sustainability Collective and environment projects are well known in the local and wider community.

In recent years MGC has developed a range of new facilities, ranging from a STEAM centre, and now a 400 seat Performing Arts Centre to serve both the school and the wider community.