Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1494056
Wellington Secondary College is a large and highly respected co-educational state secondary college located in the City of Monash, approximately 24 kilometres to the south east of the CBD of Melbourne. The College provides an extensive range of programs for secondary school aged students from Years 7-12 in the Mulgrave, Springvale, Noble Park, Dandenong North, Keysborough, Westall (and surrounding) communities.
Located in south east Melbourne, Wellington is surrounded by excellent infrastructure. Nearby is Waverley Gardens Shopping Centre with a medical centre, department stores, post office, banks, chemist and supermarkets and the main Clayton campus of Monash University with many other university campuses and TAFE colleges within fifteen kilometres of the College.
The College has maintained a strong student enrolment with just under 1650 students for 2025. The ethnic mix of its students reflects the multicultural nature of the surrounding area, one of the most diverse in Melbourne.
In addition to the local enrolment, the College has a strong International Student Program, accommodating 100 + students, largely from Vietnam, Cambodia and China.
The College employs approximately 160 staff with an effective full-time teaching staff of 125 and a large support staff of 35, including multicultural aides, a college First Aid Officer, full time welfare coordinators and careers counsellors.
Wellington Secondary College provides a safe and inclusive environment to meet the needs of all students. We are committed to the provisions of Ministerial Order 1359 (Child Safety).
The College prides itself on its commitment to literacy and numeracy across the whole school. Retention of students at Wellington Secondary College is very strong. Academic success is expected, and high standards of behaviour are required. Students usually remain enrolled for the duration of their secondary education, except where the family relocates.
Consequently, Wellington Secondary College enjoys a very positive reputation in the local community. We respect well established school traditions, with all students and their families being inducted into the culture of the school's motto, the Wellington Way Caring Striving Learning.
Originally opening in 1973, the well-maintained and recently redeveloped campus is set amongst landscaped gardens and extensive courtyards.
In 2019, we opened the E.H Blaikie Vanellus Centre, a beautiful two-story Administration, Technology and Library Hub, along with eight 21st century collaboration and learning spaces.
In 2022 the final re-development stage of the campus was completed with a new Senior School Precinct, a Technology area and a Wellbeing Centre.
The campus also features a Performing Arts complex with 288 seat Theatre, well equipped and modern specialist rooms for Visual Arts, Technology and Science, two multi-purpose Gymnasiums, a Wellbeing Centre, an International Centre and separate Junior, Middle and Senior School Centres.
In 2022 the College successfully completed a Department of Education and Training Review. This has guided the preparation and writing of our four-year Strategic Plan (2023 - 2026).
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.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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.
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Key Responsibilities
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.