A School for Adventurous Minds
Welcome to Woodleigh, a school born out of the desire to challenge the traditional concept of a 'true education'. Our Senior Campus was founded in the mid-70s; a time when education was viewed as a means of fulfilling the needs of an industrial-era workforce. Woodleigh questioned the status quo; it challenged conventional thinking, made courageous choices about how best to engage young minds, and pioneered the concept of holistic education.
Ours is a school where students sit at the centre of everything we do. We purposefully design learning where students directly experience the world they live in and develop strong relationships with each other, their teachers and members of our community. This focus on delivering experiential, transformative learning lends us to focus on nurturing the creativity, compassion, skillfulness and resilience of the young people in our care.
At Woodleigh, we challenge our young people to be the best version of themselves, and our students hold us to being the contemporary, creative school we proclaim ourselves to be.
We are the hub of a dynamic learning community. We aim to develop independent, resilient, creative and compassionate individuals who can find personal success in life, while making a positive contribution to the communities in which they live. At Woodleigh, students discover and follow passions, grow in a culture of mutual respect, cultural freedom and inclusion.
- We are a global leader in personalised learning.
- Respect for self, respect for others and respect for the environment.
- The determination to strive for personal best.
- A willingness to innovate.
- A commitment to encourage and develop creativity.
- We care for and support each individual and their learning.
- We provide a positive and collaborative working environment.
- We aspire to be our best in every situation.
- We celebrate diversity and promote intercultural understanding.
- We serve others and work hard to make a positive contribution to the world.
- We embrace a sustainable future, whilst striving to reduce our impact on the natural environment.
- We embrace change positively, foster independence and nurture curiosity, empathy and innovation.
- We encourage, support and empower students to become lifelong self-directed learners.
As a school, our mission is simple, direct and clear – The purposeful development of creative, compassionate, skilful, and resilient young people who can thrive in an ever-changing world.
Learning to Thrive describes our commitment to an education that equips young people with the knowledge, skills, capabilities, confidence, and purpose they require to shape their future. It is an intentional plan to develop a dynamic learning community where young people can learn to thrive at and beyond school.
Woodleigh focuses on enabling our students to find success, build compassionate relationships, and make positive contributions to the communities in which they live and work.
At Woodleigh, we educate students Heart, Head and Hands. We cultivate the learning of young people who can apply their knowledge to solve real-world challenges and make a difference in the lives of others. Our approach emphasises learning by doing, through immersive, applied experiences, and learning by caring, through social-emotional development, the promotion of positive relationships, and active engagement as responsible citizens.
In a world where change is a constant, a Woodleigh education is more relevant than ever. I invite you to visit our beautiful campuses and experience first-hand the difference that a Woodleigh education offers.
Woodleigh is a proud, confident, coeducational School, and has been for over 160 years. We see coeducation as natural; the most normal and healthy setting for learning to occur. Our Minimbah Campus is the oldest co-educational, independent primary school in Victoria, and our Penbank and Woodleigh Campuses were developed as coeducational environments from the earliest stage of their planning.
We provide a broad range of activities and experiences tailored to meet the developmental needs of the widest possible range of individuals, whether they be girls or boys. Our programs have our students learning in and through a range of mixed-gender experiences. The level of our students’ achievements in all parts of school life is testament to the success of our co-ed philosophies and practices.
Education is a continually evolving practice. New technology, research-based methods and learning areas mean that continuous, strategic skill development is a must for our staff. Woodleigh School is committed to the growth of every teacher through collaborative processes, innovation and research.
EXPERT TEACHERS – COMMITTED TO THE GROWTH OF EVERY CHILD.
David Baker is the sixth Principal of Woodleigh School.
The Principal is appointed by the Woodleigh School Board and is responsible for all aspects of the day-to-day management of the School. He may be contacted by phone on 5971 6100 or via email on firstname.lastname@example.org
The Principal is supported by an extensive senior team.
- Deputy Principal / Head of Senior Campus, Natalie McLennan
- Deputy Principal / Community, Culture and Student Experiences, Gareth Bolch email@example.com
- Deputy Principal / Head of Minimbah Campus, Rod Davies
- Deputy Principal / Head of Penbank Campus, Vivienne Wearne
- Director of Learning, Strategy and Innovation, Dr Richard Owens
- Head of Learning Logistics, Christina Brown
- VCE Coordinator, Gina Bolch
- Director of Digital Technologies and Logistics, Troy Pieterman
The Head of Minimbah Campus, Rod Davies, is assisted by the Deputy Head of Minimbah Campus, Kate Bird, and a team of area and level coordinators and specialist teachers.
The Head of Penbank Campus, Vivienne Wearne, is assisted by the Deputy Head of Penbank Campus, Andrea Khoza, and a team of area and level coordinators and specialist teachers.
The senior team at the Senior Campus is comprised as follows:
- Deputy Principal, Natalie McLennan who is also Head of the Senior Campus
- Deputy Principal / Community, Culture and Student Experiences, Gareth Bolch
- Head of Wellbeing and Administration (Middle Years), Gab O'Loghlen and Craig Azzopardi
- Head of Learning Logistics, Christina Brown
- VCE Coordinator, Gina Bolch
- Director of Learning, Strategy and Innovation, Dr Richard Owens
- Head of Wellbeing and Administration (Senior Years), Haydn Flanagan
- Director of Digital Technologies and Logistics, Troy Pieterman
- Head of Learning (IB Middle Years Program), Lucy Kane
There is also an extensive pastoral care team which includes:
- Inclusion – Director of Counselling, Donna Nairn
- Inclusion – Director of Personalised Learning, Emma Hall
- Two School Psychologists
- Minimbah Campus Counsellor – Creative Arts Therapist
- Six Homestead Coordinators and a large team of Homestead Tutors
In terms of academic programs, there is a senior team of Learning Area Leaders in terms of co-curricular and other special school programs, there is a senior team of Directors of various areas (such as Activities, Camps (Activities Weeks), Sport, Music, Drama, Debating, etc.).
The school opened its doors in 1856 as a small independent coeducational primary school, known as St. Paul’s School. It was one of the earliest schools in the Colony of Victoria, is the oldest independent coeducational school in Victoria and was the first on the Mornington Peninsula.
The primary school was originally housed in a small wooden hall in the grounds of the Anglican Church on High Street, Frankston. It played an important part in the early days of the 19th Century Victorian Colony – providing a focus for the small, rapidly growing community.
Early settlers paid one shilling each week to have their children receive a ‘sound moral education’ to counter the effects of ‘larrikinism’ after the Gold Rush.
In 1970, the school moved to 3.5 hectares of land off Seaview Road in Frankston South. This primary campus was called Minimbah – an Aboriginal word meaning ‘place of learning’.
In the early seventies, the feasibility of establishing a secondary school was investigated. In 1975, the Senior Campus was opened on 12.5 hectares of bushland in Langwarrin South. This campus retained the name of the original farm property, “Woodleigh”. In 1989, 1997 and 2001, further land was acquired, increasing the area of the Senior Campus to 22 hectares.
An aerial view of the original ‘Woodleigh’ flower farm – circa 1973
From the beginning of 1999, the name of the combined campuses became Woodleigh School, with the Junior Campus continuing to be referred to as Minimbah. At Minimbah and Woodleigh, emphasis has been placed on maintaining and developing the native vegetation. At the Senior Campus, the original bushland has, wherever possible, been preserved. Rather than constructing large formal classroom blocks, multi-purpose classrooms are set into the bush.
The establishment of the Woodleigh Sustainability Centre and the Brian Henderson Wildlife Reserve at Senior Campus, further the School’s work to educate students in the care, preservation and conservation of our environment.
In 2015, Woodleigh School merged with Penbank School, an independent coeducational primary school in Moorooduc.
Penbank School was established in 1974 by a group of enthusiastic parents. The school was originally known as the Mornington Peninsula Community School and was located in a house in Queen Street, Mornington. The founding families were aware of a need for a school that provided a close relationship between children, teachers and parents, within an innovative and progressive educational framework.
In 1977, a new site was found to cater for the increasing population of the school, and to provide an environment that would allow exciting educational innovations to be implemented. With a substantial contribution from the Schools Commission, an open plan school was constructed during 1977 and 1978. In 1990, the school adopted the name Penbank, the former name given to the property by its Welsh settlers.
During March 2003, the Board made a decision to purchase a further 26 acres, a neighbouring farm, 'The Springs'.
In 2009, supported by the school and the Federal Government's BER Project (Building the Education Revolution), the school again refurbished the facilities creating new learning areas for older students, an addition to the library and new multi-purpose hall/gym.
In 2014, Penbank and Woodleigh School explored the possibility of a joint future. Following a thorough investigation and due diligence of this proposed merger, Penbank and Woodleigh officially became one school – 22nd December 2014.
Throughout the years, Penbank has developed a comprehensive educational program and continues to provide a supportive and caring environment where children love to learn.
The addition of a second junior campus with an enrolment of just over 200 students, means our School now cares for just over 1000 students.
Woodleigh School: Three Unique Campuses. One Shared Vision.
During Reconciliation Week, Woodleigh students, staff and families come together to celebrate Australia's First Nations People, their teachings, history and our shared future.
This year we welcomed Stolen Generation Survivor and proud Boonwurrung, Mutti Mutti and Yorta Yorta woman, Eva Jo Edwards, to share her stories. Monica Weightman, a Murri woman from Townsville, sang songs and told tales across all our campuses, and, on Wednesday night, we launched Woodleigh's Reconciliation Action Plan.
This document brings together all we do to further reconciliation across our three campuses and beyond and creates a roadmap for our future efforts. Year 11 student Nia Charlesworth spoke powerfully about her and her family's history and the significance of our school's commitment to reconciliation. There is a definite mood for change, and Woodleigh is proud of our commitment to reconciliation and shared understanding of First Nation's history, culture, teachings and practices.
I served almost 20 years in the Australian Navy before working for companies such as Linfox and BHP Billiton, and since then have been consulting to a wide range of businesses in logistics, project management, strategic thinking and general problem-solving.
I have had close ties with Woodleigh, with Peta, my wife who is a past student and an active member of the PFG, as well as sending our three children to Woodleigh over the last ten years. I joined the Board just over a year ago and was motivated to join because our children have received so much from their time at Woodleigh that I wanted to give something back.
I am thoroughly enjoying the opportunity of serving the Woodleigh community and participating in the Board activities, and particularly looking forward to some of the exciting initiatives that the school is putting into place.
Curiosity and passion ignite the ‘Adventurous Mind’ to explore in areas previously undiscovered, enabling vigorous learning and growth.
I graduated from Woodleigh in 1981 and have very fond memories of my four years at the school. My Woodleigh experience helped shape my interests, my career and who I am today. I was a primary teacher in Australia for 5 years and then spent 25 years teaching, and as a school leader, in international schools around the world.
These schools all offered IB programmes so I am very familiar with these. I am now a part-time consultant leading Senior Leadership searches for international schools in Africa. It is an honour to return to Woodleigh as a Board member.
To me, an “Adventurous Mind”, is an open and interested outlook on life. It involves taking risks and being resilient.
I am a paediatrician who is passionate about equity in healthcare and providing access for all, to good paediatric care. I have three children at Woodleigh, two at the Senior campus and one at the Penbank campus. I have been involved with the school for the past 10 years, initially as part of the PFG and for the past six years at a Board level.
I am also a Board member with a philanthropic trust set up to assist students from disadvantaged backgrounds, including refugees, Aboriginal and Torres Strait Islanders and homeless children, access educational opportunities. It is a great privilege to be involved at the Board level at Woodleigh and to Chair such a dynamic, cohesive and forward-thinking Board. Woodleigh is well placed to meet the challenges that our students face in the future. It embraces change which enables it to continue to be a leader in education.
An ‘Adventurous Mind’ is not afraid to stand out. It is a mind that is willing to take journeys, follow new paths, that are sometimes unchartered but always lead to discovery and possibility. It can swim against the tide and strive to achieve goals that at times seem unattainable. It is innovative, willing to explore, lateral thinking but above all is happy in its own skin.
I am a consultant specialising in providing corporate finance advice to the owners of substantial private businesses. In addition, I am an experienced executive and non-executive director across various industries including retail, property, media, financial, and children’s disability services.
My three children were destined for “traditional” private school education until my wife and I discovered Woodleigh and thought about how best to equip our two daughters and son with the values, energy and skills they will need for an exciting, but uncertain future. It is a pleasure to be involved with the passionate and skilled team on the Woodleigh Board as we manage the present, chart the way forward and continue to develop and deliver the best possible academic, social and experiential education for our children’s futures.
An ‘Adventurous Mind’ is energetic, not bounded by convention, courageous, strategic, passionate, analytical and collegiate. Change is not a threat, it is stimulating and an opportunity.
Melanie is the founder and CEO of the endota group and has since 2000, been instrumental in developing and leading all aspects of the business.
Melanie’s vision and passion was, and still is, to help people feel better, and in turn, live more fulfilled lives. The ethos of the endota brand was fueled by her personal belief in the power of connection.
20 years on, endota is an iconic Australian brand, with more than 100 day spas nationwide, over 2000 employees, 3 training campuses with 300 students per annum, distribution in overseas markets, manufacturing in Australia and New Zealand and online wellbeing platform.
The values Melanie built the business on were Intent, Connect, Truth and Balance.
Melanie believes in cause and effect and that there must be balance with nature and humanity within our own relationships. We need to connect with the community, with each other and importantly with our own needs.
As a recognised wellness entrepreneur, Melanie is regularly featured in print and broadcast media. Melanie’s profile in Australia and overseas has contributed greatly to the growth and success of the endota Group.
Melanie is a regular speaker and contributor to knowledge in the wellness industry and on heart-led leadership. Melanie holds board positions in numerous businesses in the wellness industry.
Melanie is a proud ex-Woodleigh student who holds the 3Rs close, her two boys are current students.
An ‘Adventurous Mind’ is a mind that questions everything and understands it can shape its own way in this world.
I am a commercially astute finance executive with a strong focus on continued growth and quality of purpose. Committed to contributing to a resilient community that strives to create the future we want to live. I'm never done learning.
An 'Adventurous Mind' loves learning and is not afraid to ask questions. Adventurous minds are innovative, dreaming new solutions for the future, with the agency to challenge conventional thinking and effect change.
I have 20 years experience in the People, Culture & Safety industry, with the past ten years in senior leadership positions across organisations with a strong public service and community impact. I have a daughter at the Senior Campus, and many friends who passionately describe the positive impact that their Woodleigh experience has had on them. I am proud to be part of a Board committed to supporting this exceptional school to continue delivering a holistic education and experience to help our young people thrive now and into the future.
An 'Adventurous Mind' describes someone willing to embrace all life throws at them. To be curious, to question the status quo, to try new things, to push their boundaries, to be brave enough to see what they are capable of. These are the people who inspire you when they succeed but just as much when they fail spectacularly and pick themselves up to give it another go.
I am a Sales & Marketing Professional with over 30 years of experience in Travel & Tourism. I took time out during the Pandemic to sidestep into the SaaS industry, which through my role in commercial partnerships, enabled me to gain a firm understanding of the importance of effective Governance. Lured back into Tourism, I now work with an organisation that facilitate immersion programmes, connecting people with Indigenous Australians on remote Homelands.
I am passionate about learning beyond the walls of a traditional classroom, likely sparked by the opportunity to embark on a 12-month exchange programme at a boarding school in Sri Lanka as a wide-eyed 15-year-old. Woodleigh was, therefore a natural choice for our two children, who are currently at the senior campus and enjoying the incredible array of opportunities that a Woodleigh education offers. I have a keen interest in community relations and am delighted for the opportunity to join the Woodleigh board.
An Adventurous Mind embraces challenge, is brave, curious, and open to new ways of thinking. They look left when everyone else is looking right.
The Nominations Committee of the Board is responsible for making recommendations to the Board regarding new members. The Committee makes recommendations based on skills criteria, having regard to gender balance and current vacancies.
The Board welcomes expressions of interest on an ongoing basis from interested and suitably qualified people from within the Woodleigh community and from the wider community. Expressions of interest will be added to the pool of potential candidates for the Board to consider when vacancies become available.
The Board is open to expressions of interest from people with governance experience and competencies in one or more of the following areas
- Governance, compliance and legal
- Organisational development and culture
- Finance, accounting and risk management
- Property and development
- Brand and marketing
- Strategy and business development
- Information technology
All Board members must declare conflicts of interest. No Board member receives any remuneration or reimbursement of expenses in their role as a Board member. All positions are voluntary. Woodleigh is an unlisted public charitable company limited by guarantee and administered by ASIC and the ACNC. Directors of Woodleigh are subject to the same obligations as directors of public companies, including obligations of confidentiality and good faith.
Board members ensure good governance of the school, oversee strategic direction, ensure compliance, set the budget and must maintain confidentiality. The Board members must understand the separation of governance and management.
Board meetings are held approximately 8 times a year and the Finance and Executive Committee meet an additional 8-10 times a year. Nominations and Project Control Committee meet when required. Board members are elected for a 3 year term.
Expressions of interest can be forwarded to firstname.lastname@example.org
Please include your connection to Woodleigh, employment history, any previous director or governance roles, your skill set and your CV.
The Minimum Standards for registration of schools require that the programs and teaching at Woodleigh School must support and promote the principles and practice of Australian democracy.
These include a commitment to:
- elected government;
- the rule of law;
- equal rights for all before the law;
- freedom of religion;
- freedom of speech and association; and
- the values of openness and tolerance.
Statement of Democratic Principles
Woodleigh School is committed to the principles of a liberal democracy.
- We believe in an accountable, democratically elected government
- We respect and observe the rule of law, and believe that no person is above the law
- We believe in equal rights for all before the law, regardless of race, ethnicity, religion, sexuality, gender, or other attributes
- We believe in the freedom of religion and the need to practice tolerance and understanding others’ beliefs
- We believe in the value of freedom of speech and freedom of association. We also acknowledge that we have the responsibility not to abuse this freedom
- We believe in the values of openness and tolerance. We value and respect all Woodleigh School community members regardless of background.
This Statement of Democratic Principles is communicated to all staff, students, parents and guardians, and the wider Woodleigh School community.
Woodleigh School is a company limited by guarantee. The Board of Directors of Woodleigh School comprises 5-12 members and is responsible for the governance of the School, while the Principal, who is appointed by the Board, is responsible for the day-to-day management of the School. The Board operates pursuant to the School’s current Constitution.
Following is an extract from the Woodleigh School Board Member - Position Description which explains the role of the Board:
The Board’s role is to govern the School and not to be involved in its day-to-day management. It is senior management’s role to manage the School in accordance with the strategic goals set by the Board and under its direction. The Board does not have a management function.
Without limiting the generality of the Board’s role, its principal functions in relation to the School are to:
- Set goals and provide strategic direction;
- Appoint the Principal;
- Assist in determining policies governing the School’s operations;
- Approve the annual budget and any long-term budgets;
- Recommend to the Company’s Annual General Meeting the appointment of auditors;
- Make decisions about the School’s capital works program;
- Manage the School’s borrowings;
- Ensure appropriate risk management strategies are in place and monitored;
- Approve material expenditure outside the approved budget;
- Review the performance of the Principal and the Board from time to time as appropriate;
- Establish and oversee the powers and function of Board committees such as the Finance & Executive Committee, the Projects Control Group, and the Board Nominations Committee;
- Ensure that Board member succession plans are in place;
- Ensure controls and processes are in place to ensure compliance with relevant legal requirements;
- Undertake diligent analysis of all proposals placed before the Board.
The Board’s Composition is skills based as outlined in the selection process document.
The Board meets approximately eight times per year for standard Board Meetings and each of these meetings is usually preceded about two weeks earlier by a meeting of the Finance & Executive Committee. The Board also holds at least one Board Conference each year to focus on more strategic or complex issues.
In May each year the Board holds an Annual General Meeting at which it reports on its operations for the previous year, including its audited annual financial accounts.
The current Chair of the Board is Dr Vanessa Gabriel. She is a paediatrician and current school parent with children at both Penbank and Woodleigh Campuses. Any members of the School community wishing to contact her about matters to do with policy, strategic directions, or other appropriate governance matters may do so via email: email@example.com
Please note: all matters to do with the day-to-day operation of the School or management issues should be referred to the relevant senior staff member or ultimately to the Principal, David Baker, who can be contacted on – phone 5971 6100 or email firstname.lastname@example.org
The Board does not involve itself in specific management issues (such as discipline, the details of curriculum, staff concerns, or the payment of fees).
1. Positive Attitude Toward Teaching: a 'vocation'
- a belief in the value of teaching & education
- committed to high quality, excellence, & innovation
- supportive of the development of the profession.
2. Supportive of Woodleigh School:
- Staff at Woodleigh understand and embrace the organisation’s key values (e.g. total education, balance, independence, personal responsibility, etc.)
- In particular, staff subscribe to the “3R’s”: respect for self, respect for others, & respect for the environment
- Woodleigh staff are well informed on key school policies, especially the School’s Teaching and Learning Philosophies
- Woodleigh staff are supportive of the school in public (i.e. outside the School). While active and free debate between staff on educational and organisational matters is encouraged, staff keep confidential business or criticisms to appropriate forums within the School
- Staff are prepared to contribute to the general life of the School and are interested in the achievements, challenges, and issues of the wider School community.
3. Professional Skills
3.1 Committed to knowing subject(s) (or area of expertise)3.2 Committed to knowing and implementing the craft of teaching (pedagogy):
- Woodleigh teachers strive to teach well, understand how students learn, engage students, and maintain a safe, appropriate, & challenging learning environment
3.3 Up to date on relevant developments/and prepared to continually extend/improve/upgrade
- believe in life long learning for self as well as students
- committed to personal pursuit of learning & excellence
- committed to ongoing professional development
- prepared to embrace new learning technologies as appropriate (intranet, internet, email, key software, etc.)
3.4 Committed to knowing students and to aiming to cater for the individual
- know students well/treat as individuals/respect individual differences
- interested in students’ welfare as well as their learning
- embrace social/total learning as well as subject
- up-to-date on available information on students.
3.5 Able to communicate appropriately and in a timely manner (with students, parents, staff)
4. Key Professional Qualities of Teachers
4.1 Understands “professional distance”
- Maintains proper relationships with students
- Friendly – but a teacher, not a friend
- Keeps professional/private boundaries clear
- Able to avoid becoming unduly emotionally involved in stressful situations – able to keep objectivity
4.2 Focused on providing for the educational needs of our students
- As professionals, avoid personal feelings and private agendas getting in the way of providing for our students
- Committed to a high quality educational product and prepared to work effectively and diligently to this end
- While focused on providing the best possible outcome for students while at work, Woodleigh staff nevertheless strive to maintain a healthy balance in their lives: between work and private life, between serious endeavour and relaxation and fun. Balance in one’s life is a valid objective in itself; it also enables staff to remain fit and objective and thus able to function well at work.
4.4 Open to feedback and constructive criticism
- Keen to improve and open to suggestions
- Admits when wrong/doesn’t know something/could do better and not defensive
- Reflective, self analytical
4.5 Committed to work collaboratively with others
- Woodleigh staff are team players (when appropriate)
- prepared to share/collaborate/cooperate/trust
- treat colleagues with respect and value their input
- prepared to facilitate team work by putting in/being on time/meeting deadlines/valuing others’ opinions/adopting a courteous and appropriate manner
- doesn’t interrupt colleagues’ classes/programs without adequate warning/justification/due process or add to colleagues’ workloads unnecessarily
- only absent with due cause
- support one another professionally and personally – celebrating achievements and big events and helping out when colleagues face professional or personal challenges
4.6 Committed to working in partnership with parents
- Woodleigh teachers work cooperatively and respectfully with parents as partners in the educational process and are committed to appropriate communication, feedback and consultation with parents as required
- At the same time, teachers have professional skills and insights which they bring to any given situation which they expect to be respected and valued by parents
- Teachers are in a professional relationship with parents, which should be respectful & where possible friendly – but their role is not one of personal friend.
4.7 Prepared to do the hard things when necessary
- The real mark of a professional teacher is how he or she reacts in difficult situations – e.g. difficult disciplinary situations, situations where there is conflict with others (students/colleagues/parents), situations where doing the right thing isn’t necessarily going to be easy/popular/well received.
4.8 As a professional, expect a degree of latitude/personal responsibility
- Professionals are personally responsible for monitoring their own performance and should not require too much supervision if meeting standards
5. Personal Qualities of Teachers
5.1 Approaches other staff and students with respect
5.2 Demonstrates personal integrity (honesty, fairness, consistency, trustworthiness, operate according to a moral codes, try to be objective & unbiased)
5.4 Generally positive (in manner and attitude to challenges)
5.5 Has an acceptable personal manner when dealing with others
- as a minimum : courteous/polite/not rude/controls temper and mood
- hopefully also : approachable, pleasant, friendly, supportive
- understands and uses appropriate methods to resolve disputes
5.8 Has a positive attitude towards young people generally and able to work with students that he/she may not personally like.
6. Professional Conduct: Specifics
6.1 Punctual for classes, meetings, functions, etc.
(on a regular basis; not late without good reason)
6.2 Prepared and organised
plans and prepares well
6.3 Gets the core routine tasks done well/in timely manner/without drama
- returns homework in a reasonable time frame for the task
- meets deadlines – esp. assessment & reporting
- returns calls, letters, etc promptly
- attends meetings as required
- leaves work for extras wherever possible
- keeps adequate records
- duty of care
- attendance records
6.5 Committed to the School’s organisational procedures
- knows what is required and implements as appropriate
- if aware of deficiencies, works to remedy them or to provide
- maintains students’/other staff members’ confidences
- reveals private information about students/staff only on a “need to know” basis.
6.7 Models appropriate language and material
(and avoids language and material inappropriate to the situation)
6.8 Presents him/herself appropriately for the situation
(acknowledging that Woodleigh generally embraces a more casual style in its day-to-day activities than traditional independent schools)
- in particular, avoids clothing that is overly sexual/revealing/provocative.
7. Sets Appropriate Priorities Under Pressure
- Teachers are human and will not always be able to achieve all the above, but they will aim to. When pressed, they will set priorities which reflect the core values of the profession and of the School.
- When they have made an error of judgement, they will take responsibility and try to rectify the situation in an appropriate way.
- In doing so, they can expect the good will and support of their colleagues and the School whenever they are acting in good faith.
Woodleigh is a school where students and staff are provided with the opportunity, encouragement and resources to be the best they can be. This is achieved through an approach to education that emphasises academic achievement in an environment of respect for oneself, for others and for the environment, underpinned by a set of the values recognised as the Woodleigh Way.
It is expected that all Woodleigh School teaching staff are skilled and passionate classroom practitioners with a desire to deliver engaging and relevant educational experiences.
A strong professional team approach
Woodleigh encourages staff to become highly involved in all facets of school life. We have a strong, happy team of teaching and support staff who collaborate extensively, support one another professionally, and who, through the school's extensive Activities, Camps, Co-curricular and Sporting Programs, are able to lead students in the field, subject or activity about which they are passionate.
The Peninsula lifestyle
The Mornington Peninsula offers residents a relaxed, safe lifestyle, with beaches and bushland, fewer traffic hassles and housing costs which are lower than those of metropolitan Melbourne. It is a great place to bring up a family.
Woodleigh School takes a caring and compassionate approach to staff welfare and personal issues. We offer flexibility and an environment which supports you in your professional and personal growth, with excellent opportunities to be involved in co-curricular activities (integrated into your allotment).
All Staff must
- endorse Woodleigh School's particular values and philosophies (descriptions of which are readily available in other areas of this website)
- be well skilled in ICT
- have at least Level 1 First Aid Training (or be prepared to undertake training)
- be committed to continuous learning
- be prepared to be involved in the full life of the School community and a wide range of interactions with students, in line with our School's values.
- pastoral care roles
- involvement in co-curricular activities, including through the Activities Program
- involvement in the School's Activity Weeks Program in Terms 1 and 3 (this includes a wide range of camps and workshops)
- extensive PD opportunities
- registration with the VIT and a current police check (i.e. no more than 12 months old)
- Salaries will be negotiated depending on the skills and experience of the applicant.
- Please note that part-time positions come with no guarantees with respect to a given number of days off per week.
- All applications should be addressed to:
Woodleigh School, 485 Golf Links Road, Langwarrin South, Vic 3911
or via email: email@example.com by the closing date.
- All applications should contain the name and contact details of three professional referees.
The School has appointed Child Safety Officers across all of our campuses. They are provided annually with specialised training on child protection issues, mandatory reporting and their legal obligations. In working with all school staff and volunteers, they are known within our School as Child Safety Officers (CSO) to raise the importance, profile and facilitate the embedding of a culture of child safety. Our Child Safety Officers are often the first point of contact for all staff, students, parents and carers to raise child safety or child abuse concerns. They work collaboratively with the Child Safety Champion to ensure all concerns of child safety and child abuse are escalated, reported and responded.
Our Child Safety Officers can be contacted at any time to discuss your concerns and their name and contact details are provided regularly in our communications.
Child Safety Champion
School policies cover every aspect of school life. Some of our most important policies are below for your reference. If you want to know our policy on something that is not listed, please contact the Principal’s office.
If you want to know our policy on something that is not listed, please contact the Principal’s office.
- Academic Honesty Policy
- Anaphylaxis Communication Plan
- Anaphylaxis Management Policy and Procedures
- Assessment Policy Middle Years
- Child Safety Complaints Management Summary
- Child Safety Policies – Summary Version
- Child Responding and Reporting Obligations (including Mandatory Reporting) Policy and Procedures
- Child Safety and Wellbeing Policy
- Child Safety Code of Conduct
- Enrolment Policy and Procedures
- Internal Review of an Ongoing School Community Safety Order
- Parents and Students Complaints and Grievances Policy
- (Student) Anti-bullying and Harassment Policy
- Whistleblower Policy
Commitment to the Cultural Safety of Aboriginal and Torres Strait Islander Students
Woodleigh School values and respects the cultural diversity of our students and is committed to ensuring that the backgrounds of all students are sensitively recognised, catered for, celebrated and valued so that cultural differences do not compromise students’ safety and wellbeing.
In particular, the School recognises the importance of every Aboriginal and Torres Strait Islander student feeling that their sense of self and identity is valued by the people and environments that surround them. Cultural identity and cultural safety are fundamental to a student’s overall wellbeing and sense of safety.
The mission of the Woodleigh Institute is to understand and enhance transformative approaches to learning, leadership, and collaboration for the benefit of Woodleigh School and the wider education community.
The Institute has a specific interest in the fields of real-world learning, leadership, systems thinking, social-emotional learning, wellbeing, and education for sustainable development and intercultural understanding. It helps to drive the development of new programs and practices, and ensures that the school’s learning model stays relevant to the needs of its learners and the world in which they live. In this way, it builds capacity in individuals, teams, and community stakeholders, while supporting the ongoing strategic development of the school. Importantly, the Woodleigh Institute also connects with and contributes to a global ecosystem of research and innovation communities for the advancement of transformative approaches to learning.
To learn more about the institute, please visit our website.
SchoolTV is a resource for schools, created to educate parents and support families across all areas of mental health & wellbeing so that our young people are given every opportunity to not only succeed but thrive!
SchoolTV. Helping to Educate parents.
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