Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1500211
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.
The Learning Diversity Leader is a key member of the College¿s leadership team, responsible for building an inclusive culture that promotes cultural safety, equity, and respect for all students. This role provides strategic leadership in implementing the Disability Inclusion reforms, including leading the Disability Inclusion Profile (DIP) process to strengthen Tier 2 and Tier 3 supports and improve student learning, engagement, and wellbeing outcomes.
The Learning Diversity Leader works collaboratively with staff to build capability in inclusive practice, ensuring that adjustments and interventions are evidence-based, targeted, and responsive to the diverse needs of students. The role fosters strong partnerships with families and the wider community, ensuring decisions reflect and respect the diversity of the school community. It is also responsible for establishing and maintaining effective systems to support the DIP process, overseeing the allocation and monitoring of Tier 3 funding, and ensuring compliance with Child Safety Standards.
As part of the leadership team, the Learning Diversity Leader models the College¿s vision and values and works closely with the School Improvement Team to align inclusive practices with AIP priorities. Success in this role is demonstrated through the consistent implementation of inclusive practices across the school, increased staff capability and confidence, improved student engagement and wellbeing, and measurable learning growth for all students.
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.
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 to submit your application with your cover letter and curriculum vitae attached.
Key Selection Criteria should be addressed with no more than one KSC page per criteria.
Applicants are invited and encouraged to contact the College Principal on 8407 8888 for further information prior to submitting an application.
Please be advised, applicants qualified to teach one or more of the methods, will be considered.
Being a new school, we are looking for people who are interested in building the foundations of our college. This requires flexibility and the ability to pivot. If you are looking to explore the expansion of your current subject qualifications and are interested in teaching across subject areas that you are simply passionate about, please do not hesitate to submit your application. Our Teaching and Learning structures support our staff to teach across multiple disciplines.
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.
Wollert Secondary College opened in 2023 and is located in a developing growth corridor, with enrolments steadily increasing. The school currently has just under 400 students across Years 7 to 9 and is projected to grow to approximately 580 students by 2026, expanding to Years 7 to 10. By 2028, when the College offers a full Year 7¿12 program, total enrolments are expected to reach approximately 1,000 students.
Wollert Secondary College is a Supported Inclusion School, which is a mainstream setting with additional professional expertise and purpose-built facilities to support students with intellectual disabilities. We offer excellent learning opportunities for all students through high-quality programs founded on evidence-based, high-impact teaching and learning practices.
At Wollert Secondary College, we pride ourselves on empowering, preparing, and equipping students for the opportunities and challenges they will encounter beyond school. It is an exciting time to be part of the Wollert Secondary College community. We are known for our positive learning culture, dynamic educators, robust curriculum, strong wellbeing support, beautiful grounds, state-of-the-art technologies, and distinctive facilities.
Our vibrant school culture has generated strong community engagement and high demand for enrolments.
We offer a rich, contemporary, and comprehensive curriculum, complemented by a wide range of student excellence programs, co-curricular clubs, leadership opportunities, adventure camps, and year-round house activities.
We hold high expectations for student achievement. Our students are encouraged to strive for their personal best and take full advantage of the many opportunities available to showcase their talents, pursue their interests, and continue building knowledge and skills for life.
Looking ahead, Stage 2 of our school build is scheduled for completion by the end of Term 1, 2026. This exciting development includes a brand-new Arts and Technology building, a new learning neighbourhood, and the addition of nine new portable classrooms. These state-of-the-art facilities will significantly enhance the learning environment, providing students with innovative, modern spaces designed to support and enrich their educational experience.
Our Mission
Our mission is to foster a learning environment where students Aspire, Acquire, and Achieve. Students at Wollert Secondary College are aspirational learners who are guided to acquire the necessary skills and knowledge to achieve personal success.
Our Vision
Preparing our students for the brightest future, Wollert Secondary College is committed to delivering a learning experience that supports each student¿s individual needs, passions, and dreams. Our inclusive and engaging environment fosters a love of learning, empowering students to embrace challenges and explore new experiences, while ensuring learning remains rich, relevant, and meaningful.
Our Values
At Wollert Secondary College, our values underpin all that we do. We aim to build a strong, respectful, and inclusive school culture by living out the values of: