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 Leading Teacher - Year Level Leader provides strategic leadership for a designated year level or cohort, promoting excellence in student learning, engagement, wellbeing and inclusion. Working collaboratively with the Principal Class, Sub-school leadership, Learning Specialists, Student Wellbeing Team and classroom teachers, the Year Level Leader develops a positive culture of high expectations, belonging and achievement that enables every student to thrive.
The Year Level Leader leads the implementation of College priorities aligned with the School Strategic Plan and Annual Implementation Plan, ensuring a consistent and evidence-informed approach to student engagement, attendance, wellbeing and academic progress.
As a member of the College Leadership Team, the Year Level Leader provides instructional leadership, supports staff capability and contributes to whole-school improvement.
Leadership Expectations As a Leading Teacher at Wyndham Central College, you will:
- Contribute strategically to the Leadership and School Improvement Teams.
- Lead initiatives aligned with the School Strategic Plan and Annual Implementation Plan.
- Build staff capability through coaching, mentoring and collaborative inquiry.
- Analyse student achievement, engagement, attendance and wellbeing data to inform improvement.
- Lead performance and development processes for allocated staff.
- Support the induction and mentoring of new staff.
- Manage budgets and resources relevant to the role.
- Facilitate professional learning and collaborative team meetings.
- Represent the College professionally within the wider community.
- Model exemplary professional practice consistent with Department of Education policies and College values.
- Undertake other duties as directed by the Principal.
Position Overview The Year Level Leader provides strategic leadership for a designated cohort by leading improvement in:
Student learning and achievement, Student wellbeing, engagement and inclusion, Attendance and school connectedness, Student voice and agency, Pastoral care and tutor programs, Parent partnerships, Transition programs, Data-informed intervention, Year Level Team leadership
The role works collaboratively with: Principal Class, Assistant Principal for Senior Years, Senior Years leaders, Learning Specialists, Student Wellbeing Team, Inclusion Team, Tutor Teachers, Pathways and Transitions Leader, Senior Years Programs Leader, Families and external agencies.
Key Responsibilities
1. Strategic Leadership Lead continuous improvement within the year level by:
- implementing priorities aligned with the School Strategic Plan and Annual Implementation Plan
- developing a positive culture of learning, inclusion and high expectations
- leading evidence-informed improvement initiatives
- building collective efficacy across the Year Level Team
- contributing to whole-school leadership and policy development.
2. Student Learning and Achievement Lead improvement in student outcomes by:
- monitoring academic progress across the cohort
- analysing achievement data including Victorian Curriculum, NAPLAN, PAT, VCE, and school-based assessments
- identifying students requiring intervention or extension
- coordinating targeted support plans
- working collaboratively with Learning Specialists and teachers to improve student achievement
- supporting consistent assessment and reporting practices.
3. Student Wellbeing, Engagement and Inclusion Lead a proactive approach to student wellbeing by:
- overseeing the implementation of the College's wellbeing framework for the cohort
- supporting Tutor Teachers in delivering high-quality pastoral care and homeroom sessions.
- promoting student voice, agency and leadership
- implementing School-Wide Positive Behaviour Support (SWPBS & PCMS) and restorative practices
- coordinating case management for students requiring additional support
- working collaboratively with Inclusion, Wellbeing and external agencies
- ensuring students experience a safe, respectful and inclusive learning environment.
4. Attendance and Student Engagement Lead strategies to maximise attendance by:
- monitoring attendance trends using College data
- implementing attendance improvement plans
- supporting families to improve attendance
- ensuring compliance with Department attendance requirements
- identifying students at risk of disengagement
- coordinating interventions that improve participation and school connectedness.
5. Leadership of Tutor Program Provide instructional leadership to Tutor Teachers by:
- facilitating regular Year Level collaboration focused on student learning, wellbeing and continuous improvement
- supporting implementation of the Tutor Program
- coaching staff in effective pastoral care practices
- ensuring consistent delivery of student wellbeing and personal development programs
- monitoring implementation of student agency, respectful relationships and career education initiatives.
6. Student Transitions Support successful transitions by:
- coordinating transition into and through the year level
- working collaboratively with the Pathways and Transitions Leader
- supporting students at risk of disengagement through alternative pathway planning
- contributing to orientation and transition programs
- strengthening partnerships with families throughout key transition points.
7. Parent and Community Partnerships Develop strong partnerships by:
- maintaining regular communication with parents and carers
- leading information sessions and year-level events
- working collaboratively with external agencies where appropriate
- promoting student achievement and engagement within the College community.
8. Data and Continuous Improvement Lead evidence-informed practice by:
- monitoring achievement, wellbeing and attendance data
- analysing Attitudes to School Survey results
- evaluating year-level initiatives
- using Compass and College data systems to monitor student outcomes
- reporting regularly to the Leadership Team
- Additional Responsibilities - Years 11 & 12 (Senior Secondary)
Where appointed as the Years 11 or 12 Year Level Leader, the role also includes leadership of senior secondary student success through:
Academic Success
- Monitor the academic progress of all senior students.
- Analyse VCE and school assessment data to identify trends and intervention needs.
- Coordinate targeted academic support for students at risk of not completing the VCE or VCE Vocational Major successfully.
- Work collaboratively with VCE teachers, Learning Specialists and the Senior Years Leadership Team to improve student outcomes.
- Monitor student eligibility for senior secondary completion requirements in collaboration with the VASS Coordinator.
Attendance and Engagement
- Monitor attendance using senior school tracking systems.
- Coordinate attendance improvement plans.
- Implement Department attendance requirements.
- Monitor student wellbeing, engagement and readiness for learning.
Student Support
- Coordinate case management for students requiring additional academic or wellbeing support.
- Liaise with Student Wellbeing, Inclusion and external agencies.
- Support Tutor Teachers to build positive relationships that promote belonging, resilience and engagement.
Senior School Programs Lead or coordinate:
Working collaboratively with the Senior Years Programs Leader:
- support implementation of VCAA requirements
- monitor student progress towards certificate completion
- support examination processes
- contribute to senior secondary quality assurance processes.
Key Accountabilities Success in this role will be demonstrated through:
- improved student achievement and learning growth
- improved attendance and engagement
- positive student wellbeing and belonging
- reduced behavioural incidents
- improved Attitudes to School Survey outcomes
- effective implementation of intervention strategies
- strengthened parent engagement
- successful transitions into, through and beyond the year level
- high-performing Tutor Teacher teams
- successful completion and post-school outcomes for Years 11 and 12 students (where applicable).
Leadership Capabilities The successful applicant will demonstrate:
- Strategic leadership
- Instructional leadership
- Student-centred decision making
- Expertise in adolescent development and wellbeing
- Data literacy and evidence-informed practice
- Coaching and mentoring capability
- Strong communication and relationship-building skills
- Conflict resolution and restorative practice expertise
- High-level organisational and project management skills
- Commitment to equity, inclusion and continuous improvement.
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.
