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.
ROLES AND RESPONSIBILITIES
Specific Duties of the Role
- Attend key primary school SSGs for incoming Year 7 students with high needs and systematise the collection and intake of transition data from primary settings
- Oversee Inclusion Team and establish plan for priority support of funded students
- Oversee the Inclusion Officer Timetables
- Build and maintain a systematic DIP pipeline including submission deadlines, application templates, evidence collection processes, and quality assurance checkpoints
- Develop high-quality Individual Education Plans (IEPs) in collaboration with Sub-School teams, Learning and Wellbeing Leaders, and coach classroom teachers in understanding, implementing and monitoring IEPs to ensure adjustments are embedded in daily practice
- Conduct Functional Behaviour Assessments (FBAs) for students with complex behavioural presentations and translate findings into practical, evidence-based behaviour support plans that classroom teachers can implement
- Provide direct coaching and support to teachers and Inclusion staff, implementing behaviour support plans, classroom adjustments, and IEPs through in-class support and targeted follow-up in Learning Area and Sub-School teams
- Draft high-quality DIP applications that meet DE standards, working with the Inclusion Coordinator to collate supporting documentation using the Profile ASIST framework
- Conduct student audits using NCCD data to identify students who may be eligible for the DIP process and Tier 3 funding
- Deliver short, practical professional learning sessions (micro-PLs) to staff on evidence-based adjustments, functional needs, the DI framework, and behaviour support strategies
- Establish and maintain digital systems including Compass tags/chronicles and Pulse tracking to support documentation of adjustments and student progress
- Develop and distribute accessible templates and resources for staff including communication plans, behaviour support plans, sensory management plans, and records of specialist involvement
- Develop and implement Tier 1 adjustment checklists aligned with School-Wide Positive Behaviour Support (SWPBS) framework and map Tier 2 and Tier 3 behaviour supports to align individual DI supports with whole-school approaches
- Work collaboratively with the Assistant Principal (Wellbeing), Inclusion Coordinator, Sub-School Leaders, and Learning and Wellbeing Leaders as part of the distributed DI leadership model
- Liaise with the DE regional implementation team and complete required Disability Inclusion eLearning modules to maintain current knowledge of DIP requirements and DIFS Portal processes
- Position will entail a teaching load
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:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Welcome to Wheelers Hill Secondary College. We have a built capacity for 700 students and a team of passionate and dedicated teaching and non-teaching staff who are focused on providing the best learning outcomes for all students. We have excellent facilities and a beautiful and natural setting, showcasing expansive grounds within a well-established residential precinct. We offer a vibrant and engaged community that values our personalised care for students as well as our clear focus on achieving ones personal best in all areas of learning and wellbeing. The College was established in 1980 and is in the City of Monash, in the eastern suburbs of Melbourne. We welcome and support Diversity and Inclusion. The College has up to 30 feeder primary schools and a long-established International Student Program.
Our core and extra-curricula programs, at all year levels, includes Sports, Instrumental Music, Student Leadership, Voice and Agency, Robotics Clubs and a range of other activities. Our School Productions are enormously successful. We have outstanding STEAM Programs and work closely with the Monash Tech School, at Monash University, where students explore leading edge digital technologies and engage in a range of programs designed to support future career prospects. We also offer at Years 7 to 9 `RISE@WHSC' which has been designed around four key pillars: Resilience, Inquiry, Student Agency, Voice and Leadership; and Empowerment. It gives selected students the opportunity to delve deeply into 21st Century Learning based on: Collaboration, Communication, Creative Problem Solving and Critical Thinking.
Our College values are:
Respect: WHSC promotes respectful, inclusive and positive relationships. Our students and staff act with integrity and value diversity in their interactions with others. We understand that inclusive language and behaviours define us as individuals and as members of the Wheelers Hill community. We respect our own traditions as a College, and we respect our First Nations People and the land on which we learn.
Excellence: WHSC provides opportunities to demonstrate excellence in all areas of learning and wellbeing. It is only through perseverance, resilience and the capacity to learn from effort that true excellence can be achieved. Excellence is not simply a measure or a number but a recognition of all the parts that define us as authentic learners who have achieved mastery and autonomy in the key knowledge and skills that we aspire to.
Creativity: WHSC believes that creativity is the key to unlocking the potential in every student. Our students and staff are encouraged to seek innovative solutions and use higher order thinking skills as independent and collaborative learners. We believe that the Design Thinking Process is a significant tool in supporting young people to use creative critical thinking skills that are based on empathy and self-reflection.
Wheelers Hill Secondary College strives to develop students who are ready to embrace the future and become empathic and ethical global citizens.
The College consists of two sub schools: Middle and Senior. Every Year level has access to a broad range of core studies, and an extensive elective program is available at Years 9 to 12, with students recommended for VCE Advanced Placements in their areas of expertise and interest.
The College has also implemented a school-wide approach to Literacy, Numeracy and STEAM. The Colleges Performing Arts Programs provide further opportunities for our students to excel as learners. Our Performing Arts Program supports Instrumental Music, an annual Whole School Production, numerous bands and choirs, together with various Showcases demonstrating student skills and talent.
We offer an excellent Sports Program, with dedicated teachers to support individual athletes as well as a huge array of team sports. Our House System also offers students the opportunity to build peer connectedness and personal wellbeing. Our dedicated Wellbeing space provides one on one consulting by our Wellbeing Team.
The Colleges primary administration platform is Compass. Students, parents, teachers and administration staff liaise efficiently and effectively through this platform. This is a powerful tool which underpins effective communication by sharing resources, communicating attendance, promoting student work, ensuring classroom materials are available and ensuring currency of documentation.
Our learning spaces include:
- A spacious Learning and Wellbeing Centre facility to support learning and connections, which forms the central hub of the College.
- A modern Science Centre, catering for the four major science strands of Biology, Chemistry, Psychology and Physics
- Arts, Woodwork and Metals/Plastics Technology areas
- The Bunjil Centre, featuring a practical performance theatre, music rehearsal spaces and a full-size gymnasium with a giant digital screen
- A dedicated VCE Study Centre.
The College welcomes the use of our facilities by local community groups, including the use of classrooms, the gymnasium, and the College grounds for sporting and academic activities.
