SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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.
Join the Journey at Walcom Ngarrwa Secondary College
Shape the future. Inspire young people. Build something extraordinary.
Walcom Ngarrwa Secondary College is one of Victoria's newest and most exciting secondary schools, and we are continuing to grow. As we expand, we are seeking outstanding teachers, education support staff and leaders who are passionate about making a meaningful difference and eager to help build a thriving school community from the ground up.
This is a unique opportunity to join a dynamic and ambitious team committed to excellence in teaching, learning and wellbeing. At Walcom Ngarrwa, every staff member plays a vital role in shaping our culture, defining our traditions and creating exceptional learning experiences for our students.
Whether you are an experienced educator looking for a fresh challenge or an emerging professional seeking opportunities to grow your career, we have a position ready and waiting for you.
Why Choose Walcom Ngarrwa?
Opened in January 2024, Walcom Ngarrwa Secondary College welcomed its founding cohort of 177 Year 7 students and has grown rapidly into a vibrant and flourishing learning community. In 2026, the College proudly serves more than 680 students across Years 7 to 9, with a new year level being added each year until we become a full Year 7 to 12 school in 2029.
As a growing school, opportunities for professional growth and leadership are abundant. Staff have the rare chance to contribute directly to the development of curriculum, programs, systems and culture, helping shape the future of education for generations of students.
Our recently endorsed Strategic Plan (2025-2029) sets an ambitious direction for the College, including the exciting development of our senior secondary pathways and curriculum ahead of Years 10 to 12 commencing from 2027 onwards.
A School with Purpose
At Walcom Ngarrwa, we are on a mission to provide the very best education for every student through high-impact, evidence-based teaching and wellbeing practices. We believe that healthy, happy and curious learners and staff create the conditions for excellence.
Our values of Achievement, Belonging and Curiosity drive everything we do. They underpin a culture of high expectations, inclusion and support, ensuring every student is empowered to achieve success and every staff member feels valued, connected and inspired.
We are proud of our diverse community, where students from a wide range of cultural and linguistic backgrounds come together to learn, grow and thrive. Through strong partnerships with families and the wider community, we are building bright futures and preparing young people to become confident, informed and active citizens.
Exceptional Facilities for Contemporary Learning
Our state-of-the-art learning environment has been purpose built to support innovative teaching and student success.
The Red Giant
A stunning two-storey Science and Technology building featuring dedicated science laboratories, materials technology spaces and digital technology facilities.
The Nexus
Our contemporary learning neighbourhood, comprising flexible learning environments including general classrooms, seminar areas, presentation spaces and collaborative learning hubs designed to support personalised and engaging learning experiences.
The Pavilion
A vibrant community and creative arts hub featuring an indoor basketball court, music and media facilities, and a 100 seat auditorium that brings learning, performance and community together.
Outdoor Learning and Recreation
Extensive outdoor basketball courts, landscaped grounds and flexible outdoor learning spaces provide opportunities for recreation, collaboration and connection.
And we're just getting started.
Stage 2 construction is now underway and will be completed in time for the 2027 school year. This exciting expansion will include:
- A second Learning Neighbourhood
- A purpose built Administration and Wellbeing Centre
- New library facilities
- Additional student support and wellbeing spaces
- Two full sized soccer playing fields
Be Part of Something Special
Opportunities like this don't come along often. Join a school where your ideas are valued, your professional growth is supported, and your contribution will help shape the future of an entire community.
At Walcom Ngarrwa Secondary College, we're not just building a school. We're building a legacy.
Come and help us create a place where students and staff achieve, belong and stay curious.
For more information, visit www.wnsc.vic.edu.au.
