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 ¿ Pedagogy and AVID provides strategic leadership for teaching excellence across Wyndham Central College. The role leads the implementation, evaluation and continuous improvement of the College's whole-school instructional model, ensuring every teacher consistently delivers high-quality, evidence-informed teaching that improves learning outcomes for every student.
As an AVID Demonstration School, Wyndham Central College is committed to providing equitable access to rigorous learning opportunities for all students. The Leading Teacher ¿ Pedagogy and AVID is responsible for leading and sustaining the College's AVID Demonstration School status by embedding the AVID framework as the foundation of the College's instructional practice while integrating the Victorian Teaching and Learning Model 2.0, High Impact Teaching Strategies (HITS), High Impact Wellbeing Strategies (HIWS), Positive Classroom Management Strategies (PCMS) and contemporary research into effective teaching and learning.
Working closely with the Principal Class, Learning Specialists, Faculty Leaders and the AVID Site Team, the role builds teacher capability through coaching, mentoring, demonstration lessons, professional learning and collaborative inquiry.
The position is a key member of the College Leadership Team and plays a significant role in implementing the School Strategic Plan and Annual Implementation Plan through instructional leadership and continuous improvement.
Strategic Purpose
The Leading Teacher ¿ Pedagogy and AVID leads College improvement through five strategic priorities: Instructional Excellence, AVID Demonstration School Leadership, Teacher Capability and Professional Learning, Student Agency and Academic Success and Continuous Improvement through Evidence-Informed Practice
Position Overview
The Leading Teacher has responsibility for leading:
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Whole-school pedagogy
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AVID Demonstration School accreditation
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AVID Site Team
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Whole-school instructional coaching
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Professional Learning
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Graduate teacher induction
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Beginning teacher mentoring
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Teaching observations and coaching
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College instructional model
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Student agency initiatives
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AVID Elective Program
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Whole-school implementation of WICOR
Key Responsibilities
1. Lead Whole-School Pedagogy Lead the development, implementation and continuous improvement of the College's instructional model by:
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embedding evidence-informed teaching practices across all learning areas
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leading implementation of the Victorian Teaching and Learning Model
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promoting consistent use of High Impact Teaching Strategies (HITS)
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embedding High Impact Wellbeing Strategies (HIWS)
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strengthening Positive Classroom Management Strategies (PCMS)
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ensuring instructional consistency across Years 7¿12
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monitoring implementation through observation, coaching and data.
2. Lead AVID Demonstration School Excellence Provide strategic leadership for Wyndham Central College's AVID Demonstration School status by:
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leading the AVID Site Team
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developing and implementing the annual AVID Action Plan
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ensuring fidelity to the AVID framework
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coordinating Demonstration School certification and re-validation
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preparing evidence for AVID reviews
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facilitating Demonstration School visits
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showcasing exemplary practice to visiting schools and educators
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strengthening Wyndham Central College's reputation as a leader in AVID implementation.
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Lead other leaders to promote student voice and agency schoolwide
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Supports the AVID Elective Coordinator to complete their role and is responsible for managing the AVID Educational support staff.
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Promotes AVID messaging and physical and philosophical environments
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Responsible for the AVID Budget.
3. Build Teacher and Leader Capability Develop teacher and leader expertise by:
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coaching through instructional observations
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modelling exemplary classroom practice
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providing evidence-informed feedback
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facilitating collaborative planning
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leading instructional rounds and learning walks
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mentoring graduate and early career teachers
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supporting induction of all new staff
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leading professional learning aligned with College priorities.
4. Lead the AVID Site Team Provide leadership for the AVID Site Team by:
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facilitating regular Site Team meetings
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monitoring implementation milestones
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building leadership capacity within the Site Team
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coordinating AVID professional learning
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supporting AVID Elective teachers
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maintaining communication with AVID Australia and the AVID Centre
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monitoring implementation data.
5. Student Agency and Academic Success Lead initiatives that develop independent learners by:
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embedding WICOR strategies across all classrooms
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strengthening organisation systems including binders and planners
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promoting Cornell Notes and focused notetaking
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supporting inquiry, collaboration and critical thinking
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developing student goal setting and reflection processes
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strengthening student voice and agency
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promoting equitable access to rigorous curriculum.
6. Leadership of Learning Specialists Work collaboratively with Learning Specialists to:
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build consistency of instructional practice
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support coaching cycles
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monitor implementation of the instructional model
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evaluate teacher growth
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identify future professional learning priorities.
7. Professional Learning Lead College professional learning by:
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designing annual professional learning aligned to the AIP
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facilitating workshops and demonstration lessons
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coordinating AVID Summer Institute participation
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supporting staff undertaking AVID certification
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evaluating professional learning impact.
8. AVID Elective Program Provide strategic oversight of the AVID Elective Program by:
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supporting student selection processes
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monitoring curriculum quality
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supporting AVID teachers
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overseeing community-building activities
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supporting family engagement
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maintaining the AVID Centre.
9. Continuous Improvement Lead evidence-informed improvement by:
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analysing student achievement data
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monitoring classroom implementation
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evaluating AVID impact on student outcomes
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analysing teacher practice data
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leading action research projects
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reporting progress against College improvement goals.
Key Accountabilities Success in this role will be demonstrated through:
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sustained AVID Demonstration School accreditation
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consistent implementation of the College instructional model
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improved teacher capability across all learning areas
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increased implementation of WICOR, HITS, HIWS and PCMS
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measurable improvements in classroom instructional practice
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improved student engagement and academic achievement
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increased student agency and ownership of learning
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successful induction of graduate teachers
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high-quality professional learning across the College
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positive feedback from Demonstration School visitors and AVID reviewers.
Leadership Capabilities The successful applicant will demonstrate:
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Exceptional instructional leadership
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Expertise in evidence-informed pedagogy
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Deep understanding of the AVID framework
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Expertise in coaching and mentoring teachers
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Strong knowledge of curriculum and assessment
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Data literacy and evidence-informed decision making
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Ability to lead large-scale school improvement
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Excellent facilitation and presentation skills
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Strong project management capability
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High emotional intelligence and relationship-building skills
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Commitment to equity and excellence for every learner.
Desirable Qualifications and Experience The successful applicant will ideally demonstrate:
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Extensive experience as a highly effective classroom teacher and instructional leader.
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Formal AVID training, including attendance at an AVID Summer Institute or equivalent AVID professional learning.
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Experience working within an AVID Demonstration School or a school implementing AVID schoolwide.
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Demonstrated expertise in coaching teachers and leading professional learning.
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Strong understanding of the Victorian Teaching and Learning Model 2.0, High Impact Teaching Strategies (HITS), High Impact Wellbeing Strategies (HIWS) and Positive Classroom Management Strategies (PCMS).
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Experience leading whole-school improvement initiatives aligned with FISO 2.0.
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Outstanding communication, facilitation and relationship-building skills.
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A commitment to equity, high expectations and continuous improvement for every student.
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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
