Bentleigh Secondary College is a co-educational secondary school of choice.

Bentleigh Secondary College has a core belief in promoting leadership at all levels. The College is internationally recognised for innovation through sustainability.

College Vision

We strive to make a difference by recognising that young people need strategies to help them successfully deal with an ever-changing world. Our purpose is to prepare all students to be active and engaged global citizens.

College Values

We embrace a progressive culture that champions student innovation, leadership and creative thinking through student engagement and socially inclusive activities. Open communication and respect for positive change are always encouraged. The school community works together to challenge its members to exceed expectations for achievement in all areas. This is reflected in our core values:

  • Excellence – being the best you can be.
  • Responsibility – the right to learn.
  • Respect – the right to be treated with respect.
  • Inclusiveness – the right to feel safe.

Engagement and Progress

The College uses data from the student voice and feedback to personalise the educational experience of each student, thus creating positive change in the lives of students, staff and those in the community. Our students consistently achieve excellent academic results, and the majority of graduates successfully enrol in tertiary studies.

We believe that quality teaching is the main driver of successful student learning outcomes. We have well-established, rigorous review processes. Our staff are regularly recognised for excellence in their fields of work and study. It is a core aim to provide our staff with leadership opportunities.

The College is committed to providing stimulating and engaging learning. This commitment is articulated through a whole-school focus on the explicit instructional model. Students are encouraged to progress at their own rate, exploring their interests to develop their knowledge, skills and understanding. Students are provided with high-quality feedback and are encouraged to reflect on their learning progress.

In the Wider Community

On a broader scale, we share our vision of a sustainable future and our belief in the importance of mindfulness meditation and the science of positive psychology with other learning institutions, community groups and industry. Our school and staff continue to win various awards, including the Prime Minister’s Environmentalist of the Year 2011, the Premier’s Sustainability Award in the Education category 2013 and finalist in the Victorian Outstanding Curriculum Innovation Award 2014.

Student Opportunities

Student leadership is promoted at all levels through the following activities and leadership programs: Student Representative Council; School for Student Leadership; Green Machine; Respect Committee; Drama, Music and Visual Arts programs; camps; debating; chess; debutante ball; and various sports and outdoor education programs.

Our students have the opportunity to forge global connections through our Sister School agreement with Yamada Senior High School in Osaka, Japan, which results in regular student exchange visits; our student sponsorship program with Letsibogo Girls High in Soweto, South Africa; and our International Students program.

History and Facilities

Bentleigh Secondary College was opened in 1956 and is a vibrant single-site campus with a current enrolment of more than 900 students. Our campus is located on 6.5 hectares in Bentleigh East, close to public transport. The College is organised into two sub-schools: junior (Years 7 to 9) and senior (Years 10 to 12). Each sub-school has an Assistant Principal and a Head of School.

College facilities include: a double basketball stadium; a gymnasium; an administration and hospitality wing; a Performing Arts Centre for music, drama and dance with a theatre of 250 seats; a Learning Centre incorporating open-plan spaces, four science laboratories, three multimedia spaces, a library and five flexible classrooms. We are soon to undertake redevelopment of our facilities, with the announcement of funding of $9.6 million in the 2015 State budget.

What the Future Holds

This is an exciting time for Bentleigh Secondary College. We have developed an environment where leadership capacity and the voices of both staff and students are allowed to flourish. We value the strong relationships that have developed between parents, teachers, students, friends, local organisations, businesses and community groups. We are looking forward to the development and implementation of our next four-year strategic plan. We are planning for the further development and modernisation of our infrastructure. We are continually integrating new teaching and learning technologies into our learning environment. We continue to encourage a dynamic and innovative environment that allows our staff and students to shine.

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.


    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.


    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 within the school;

  • 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.

EEO AND OHS Commitment

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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

DET Values

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

Conditions of Employment

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.


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.

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