Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1535292
Wyndham Central College is situated in one of Victoria's major growth corridors, approximately 30 minutes west of Melbourne, and provides education for students in Years 7 to 12 from across the Wyndham community.
The College is committed to delivering a rigorous, guaranteed, and viable curriculum, enhanced by the Advancement Via Individual Determination (AVID) program. Through AVID, students develop the skills, strategies, and dispositions necessary to succeed in their learning and pursue their chosen pathways with confidence. Wyndham Central College is proud to be one of the first schools in Australia recognised as an AVID Demonstration School, showcasing exemplary teaching and learning practices and the AVID University and Career Readiness System. This recognition reflects the College's commitment to best practice in student success strategies, inquiry-based learning, collaborative teaching approaches, and university and career readiness.
The curriculum is enriched through a range of innovative and challenging programs designed to cater to diverse student interests and aspirations. These include the Years 7-10 Enrichment and Victorian High-Ability Program (VHAP), the Years 7-10 Spanish Immersion Program (SIP), the Middle Years STEM Academy, the Football Development Program, and the distinction of being one of only three Hindi Beacon Schools in Victoria.
To further strengthen student outcomes and realise the College vision, all students develop a Careers Action Plan (CAP) and an individual learning plan commencing in Year 7. These plans promote goal setting, reflection, and ongoing consultation between students, teachers, and parents/carers. This strong three-way partnership is fundamental to student success and is supported by an extensive Tutor Advocate program, comprehensive pastoral care structures, whole-school wellbeing initiatives, a Student Services Centre, and a Community Hub.
Supporting the College's Educational Improvement Plan are modern, purpose-built facilities, including a Trade Training Centre, a dedicated Year 7 Centre, Years 8 and 9 Centre, and a Senior Years Centre, each supported by dedicated administration teams. Specialist learning environments include a state-of-the-art Science and STEM Centre, a Performing and Visual Arts Centre featuring an auditorium, and extensive indoor and outdoor sporting facilities, including a gymnasium. These facilities are complemented by thoughtfully designed active and passive recreational spaces, extensive landscaping, and a student-centred library that supports study, research, and collaborative learning.
The College's leadership structure comprises the Principal Class Team, including the Principal and Assistant Principals, each with dedicated leadership portfolios. This team is supported by Leading Teachers responsible for key areas including Year Level Leadership (Engagement and Wellbeing), Literacy, Numeracy, Pathways and Transitions, AVID Pedagogy and Operations, Senior Years Program Management, and Campus Management. Further strengthening instructional excellence are faculty-based Learning Specialists, who lead Professional Learning Communities (PLCs) and support the implementation of high-impact teaching practices and AVID instructional strategies across the College.
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.
The Disability and Inclusion Leader is a dedicated leadership role responsible for overseeing Wyndham Central College¿s approach to disability inclusion, NCCD compliance and inclusive educational practice across the school. Reporting to the Assistant Principal of Wellbeing, the role works closely with teachers, wellbeing staff, learning support workers and mental health practitioners to ensure students receive appropriate adjustments and support.
The successful candidate will lead the Disability and Inclusion processes, NCCD procedures, maintain audit-ready evidence and documentation, support staff in implementing inclusive classroom practices, and contribute to the school¿s broader inclusion initiatives, including cultural responsiveness and reconciliation.
This role will be supported by a disability and inclusion coordinator and potential administration support.
Key Responsibilities
Identify the students requiring substantial additional supports, schedule an SSG develop an IEP
Complete the profile request and upload relevant evidence to portal
Attend profile meeting and provide additional documentation
Ensure funding allocations are used to provide Tier 3 adjustments
Ensure Tier 2 funding is appropriately allocated to school-wide adjustments
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 is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.