Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1548703
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.
Leading Teachers at Wyndham Central College are members of the Leadership team whose role is to develop, implement and review the school strategic plan and subsequent Annual Implementation Plans whilst leading and being part of highly effective teams.
A key role for all leadership members is in instructional leadership where individuals and the team proactively work to support all teachers to continually improve their individual and collective practice.
Leading teachers will develop an Annual Performance plan within the performance management process and it is expected that the plan will allow scope for the leading teacher to clearly demonstrate their ability to meet the professional standards. All leading teachers will manage the annual performance process for groups of staff.
All Leaders at Wyndham Central College are expected to:
lead and manage the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
lead and manage the implementation of whole-school improvement strategies related to curriculum planning and delivery
lead and manage the provision of professional learning and developing individual and team performance and development plans for teaching staff within the priorities of the school
lead and manage staff performance and development (review of staff)
teach demonstration lessons
lead and manage the development of the school's assessment and reporting policies and practices
lead and manage the implementation of the school operations and policies related to student wellbeing, engagement and inclusion.
lead the development of curriculum in a major learning area and participating in curriculum development in other areas
take responsibility for general engagement matters beyond the management of classroom teachers
contribute to the overall leadership and management of the school
contribute to the development of proposals for school council consideration
develop and manage the school code of conduct
contribute positively to the Leadership and School Improvement Team
Work with the leadership team to interpret school data, and to develop the capacity of staff to use this data to improve student outcomes
develop material for school publications including the newsletter, the website, and relevant handbooks to showcase student achievements
mentor and support the induction of new staff
be responsible for program budgets as required by the role
plan and conduct appropriate meetings including agendas and minutes.
model exemplary ethical behaviour aligned with the DE and School values and exercise informed judgements in all professional dealings with students, colleagues and the community.
complete other duties as directed by the Principal
Typical Duties and responsibilities: Key duties
The emphasis is on the leadership and development of a particular year level cohort and all
requirements for programs and processes at the designated year level. The Year Level Leader will be expected to function as part of the team at either Middle Years or Senior Years and with the designated Assistant Principal in charge of that sub school.
Take responsibility for ensuring progress towards meeting the College Vision, Strategic Plan and Annual Implementation Plan in Student Engagement & Wellbeing resulting in ongoing continuous improvement in student outcomes.
Provide leadership, support and professional assistance to teachers with respect to classroom management and team plans within the context of our Student Engagement Policy to ensure a positive environment for learning and implementation of SWPB practices
Provide leadership, support and professional assistance to staff with respect to student agency and voice within the context of a whole school plan.
Maintain an overview of the Year level by monitoring and evaluating progress inclusive of knowledge of reports and the data wall and student's growth particularly in literacy and numeracy and cohort specific datasets i.e. Naplan, PAT and VCE reports.
Maintain an overview of the Year level by monitoring and evaluating progress inclusive of knowledge and reports for the Attitudes to School Survey and subsequent planning and actions required.
Oversee the wellbeing and student engagement of the cohort through the effective leadership of the Year Level Team of Tutor Teachers and the Pastoral care program, engaging with the Students services team as required.
Conduct Year Level meetings to ensure the focus is on building effective student engagement and wellbeing.
Oversee attendance on a regular basis and ensure all Tutor Teachers are fulfilling their duty as per the tutor handbook, which includes mentoring team members in the role of Tutor Teacher, and the pastoral care program.
Work in partnership with the Transitions team and the Pathways & Transitions Leader in developing alternative programs to support and engage students that have been identified as being at risk and implement the career education framework.
Ensure a safe and orderly physical and psychological environment that encourages learning and displays success (inclusive of school vision, values and SWPB).
Monitor that school uniform is correct and use appropriate avenues to assist parents when needed.
Ensure records of student management are kept and paperwork (e.g. suspensions) is accurate and data continually evaluated using Compass Chronicle reporting and Pulse checking.
Oversee the distribution and maintenance of school equipment as required to Year Level dedicated buildings.
Conduct and participate in appropriate Professional Learning and whole staff forums/days for the implementation and review of College teaching and learning strategies relevant to a year level(s).
Co-ordinate assessment and reporting for learning procedures, and support teachers at the year level
to use the data to inform their teaching practices.
Develop year level examination and testing timetables ensuring consistent and correct practices and leading the review of examination and testing data.
Work with the IT department to ensure the ICT and laptop system is working effectively.
Deliver and prepare the pastoral care program in conjunction with the appropriate Assistant Principal and other Year Level Leaders inclusive of Respectful relationships, social and emotional learning and Career Action planning (under the same guidelines as for all faculty areas with the focus on improved outcomes).
Conduct weekly year level assemblies and complete whole cohort level checks i.e. using the AVID Binders and Cornell note tracking systems.
Coordinate or assist in College tours, subject selection, and the provision of booklists and charges sheets, transition and maintaining accurate student records on relevant software. Inclusive of new students and families to the College.
Coordinate or assist in College programs whole school and extra-curricular activities relevant to a year level, communicate effectively with Parents via all College forums.
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.