Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1524346
Walcom Ngarrwa Secondary College is continuing to grow and expand. We are excited to offer both teaching, support and leadership opportunities to candidates excited to contribute to a new school, and the development of a positive school wide culture that supports the learning and wellbeing of students and staff.
We are seeking inspiring and dedicated staff who are committed to ongoing growth and development within a culture of collaboration and support.
We have an Acting Assistant Principal 3 position ready and waiting for an inspiring, high expectations leader who knows the importance of culture and achievement.
About our School:
Walcom Ngarrwa Secondary College is a new school that opened in Werribee in January 2024. On opening Walcom Ngarrwa, welcomed 177 Year 7 students to the school community. Over the coming years, the school will add a new year level every year through until 2029, when we will have students from Year 7-12.
At Walcom Ngarrwa we are on a mission to provide the best education we can for our students by delivering high impact, evidence-based practices in learning and wellbeing, within a culture of high expectations for success. Healthy, happy and curious students and staff bring our vision and values to life.
Walcom Ngarrwa Secondary College builds bright futures for the young people of the local communities. Achievement, Belonging and Curiosity underpin the development of an aspirational and inclusive school community that supports each student on their learning journey to a pathway through and beyond school. We foster strong connections with community to ensure today¿s learners can thrive as generous, active and informed citizens.
In 2026 our school community will be made up of approximately 700 students in total, across Year 7-9. Four percent of our students identify as Aboriginal or Torres Strait Islander and 32 percent of students have English as an additional language. Our staff team comprised 1 Principal, 4 Assistant Principal, 4 Leading Teachers, 4 Learning Specialists, 45 Classroom Teachers, 3 Para Professionals, and 20 Education Support Staff.
Additional information can be found at www.wnsc.vic.edu.au
If you are excited about the opportunities that a new school brings, feel free to contact Principal Brad Moyle, either via phone or email to discuss the role further.
Our Facilities:
Stage 1 state of the art educational facilities are now complete and includes:
Stage 2 building has commenced and will take place during 2026 and is due for completion by the start of the 2027 school year. This will include an additional Learning Neighbourhood, Administrative Building that includes admin, library and wellbeing spaces, and school playing field.
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.
SC6 Demonstrated capacity to lead a cohort of students, their teachers and families to develop and maintain a positive and productive learning culture.
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.
All Leading Teachers at Walcom Ngarrwa Secondary College are instructional leaders responsible for the professional growth of all staff and for the growth and achievement of all students. They are highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. They work with staff both in and out of the classroom to build their capacity to consistently apply the College¿s Curriculum, Instruction and Assessment and Wellbeing models. Our Leading Teachers set high expectations for themselves as they do for all staff and students at the College and are committed to their own ongoing professional growth. The College is committed to investing in the professional growth of all members of the College Leadership team to ensure they have the skills necessary for the vital role they play in building the leadership capacity of other staff.
The responsibilities statement below outlines the leadership responsibilities associated with this specific position.
Position specific focus
Development and promotion of the unique year level experiences for the year levels including curricular and co-curricular programs.
Oversee the care and wellbeing of the students in the sub-school
Continuous improvement and enrichment of the Belonging and Inspire program curriculum at each year level.
Provide leadership of staff to use data to inform teaching, learning and feedback
Promotion and implementation of School Wide Positive Behaviour Supports and a restorative practices approach to student management.
Engagement with teachers, students and families around learning and behavioural challenges and in the promotion of high expectations for all.
Ensuring administrative and technical functions of the sub-school programs (transitions, pathways, assessment, examinations, VCAA, VASS etc) operate and are led effectively.
Communication with families, teachers and the community and actively engage with and connect these groups
In conjunction with the relevant leaders and other support services, manage critical incidents from within their sub-school
Professional learning
Developing a structured PD program for staff in relation to SWPBS, PCMS and Real School priorities.
Promotion and implementation of professional learning in a restorative practices approach to student management.
Policy and compliance
To ensure that any assessment and feedback utilised by the school complies with relevant Acts, regulations, statutes, legal demands and ethical standards as set by the school, state and federal legislation.
To represent the school in professional learning opportunities focused on the introduction and implementation of DE initiatives.
Policy development and implementation relating to student management and care processes
Ongoing documentation and communication of student management and care systems and processes
Team Development
To build the capacity of program leaders to lead year programs and support students in their learning
Collaborate with sub-schools, careers and pathways teams to design and implement successful transition from year 7-12
Other
Any other duties required by the Principal
Memberships:
School Leadership Team
Wellbeing & Engagement Team
Others as required
Position specification / skill sets:
Experienced classroom practitioner with strengths working at the relevant sub-school level
Has sound and proven ICT skills
Has a high level of working knowledge of Victorian Curriculum and student learning theory, including design thinking.
Has strong systems analysis and documentation skills
Has experience of logistics and management of activities in a large school
Effective leadership of staff
Can develop the capacity of their team and other staff
Demonstrated problem solving and issue resolution skills
Highly developed data analysis skills and the ability to create programs that respond to identified needs
Strong interpersonal skills are essential.
Has experience in restorative approaches to student engagement and management.
Has sound knowledge of the DE Student Engagement Guidelines
Demonstrate capacity to be agile, adaptable and able to problem solve in the best interest of students and the school.
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
Please ensure that your application (online via School Jobs Victoria) includes:
Please note that the selection panel may seek additional referees beyond those you name. Where we take this action, we will notify you of our intention.
Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Mr Brad Moyle prior to the closing date of applications.
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.