Passionate about sport? Obsessed with great teaching?
We¿re searching for a Learning Specialist to lead our PE, Health & Sport Academies and work with Academy Movement to deliver high¿performance Basketball and Cricket pathways. This is your chance to coach teachers, inspire students and build something extraordinary.
Bring your energy. Bring your vision. Build Bright Futures!
Join us.
Walcom Ngarrwa Secondary College is continuing to grow and expand. We are excited to offer both teaching, support and leadership opportunities to candidates excited to contribute to a new school, and the development of a positive school wide culture that supports the learning and wellbeing of students and staff.
We are seeking inspiring and dedicated staff who are committed to ongoing growth and development within a culture of collaboration and support.
About our School:
Walcom Ngarrwa Secondary College opened in Werribee in January 2024. On opening Walcom Ngarrwa, welcomed 177 Year 7 students to the school community. Over the coming years, the school will add a new year level every year through until 2029, when we will have students from Year 7-12.
At Walcom Ngarrwa we are on a mission to provide the best education we can for our students by delivering high impact, evidence-based practices in learning and wellbeing, within a culture of high expectations for success. Healthy, happy and curious students and staff bring our vision and values to life.
Walcom Ngarrwa Secondary College builds bright futures for the young people of the local communities. Achievement, Belonging and Curiosity underpin the development of an aspirational and inclusive school community that supports each student on their learning journey to a pathway through and beyond school. We foster strong connections with community to ensure today¿s learners can thrive as generous, active and informed citizens.
In 2026, Walcom Ngarrwa commenced the school year with 680 students across Year 7-9. Four percent of our students identify as Aboriginal or Torres Strait Islander and 32 percent of students have English as an additional language. Our staff team comprised 1 Principal, 2 Deputy Principals, 2 Assistant Principal, 4 Leading Teachers, 4 Learning Specialists, 50 Classroom Teachers, 3 Paraprofessionals, and 20 Education Support Staff.
In 2025 our Student Family Occupation Index was 0.5639 and our Student Family Occupation & Education Index was 0.4456.
During 2025 the College undertook their first School Review, resulting in the endorsement and publication of our first Strategic Plan (2025-2029). We have many exciting opportunities ahead, including the chance for staff to be actively involved in the development of our senior secondary curriculum, prior to delivery in 2027 and beyond.
Additional information can be found at www.wnsc.vic.edu.au
Our Facilities:
Stage 1 state of the art educational facilities are now complete and includes:
The Red Giant - our amazing two storey Science and Technology building - with dedicated labs, materials and digital technology
The Nexus - our Learning Neighbourhood - featuring 9 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.
The Pavilion - our Community Hub that features 1 indoor basketball court, music and media spaces and a 100-seat auditorium.
Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.
Stage 2 building works have commenced and are due for completion by the start of the 2027 school year. This will include an additional Learning Neighbourhood, Administrative Building that includes admin, library and wellbeing spaces, and school playing field.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
The Learning Specialist ¿ Director of Physical Education, Health and Sport Academies provides expert instructional leadership, curriculum oversight and strategic program management for the college¿s PE, Health and Sport Academy programs. The role leads the partnership with Academy Movement to deliver high¿quality Basketball and Cricket Academies that integrate athletic development with academic excellence, wellbeing and student pathways.
The purpose of this role is to:
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Strengthen teaching and learning across PE, Health and Sport Academy programs through evidence¿based instructional leadership.
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Lead the design, delivery and evaluation of academy curriculum aligned with Victorian Curriculum, VCE and VET pathways.
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Manage the operational, strategic and partnership components of the Basketball and Cricket Academies.
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Drive student engagement, achievement, wellbeing and pathways through sport¿based learning.
¿¿ Key Responsibilities
1. Instructional Leadership
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Model exemplary teaching practice and coach staff to improve instructional quality.
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Lead collaborative planning, moderation and professional learning for PE and Sport Academy teachers.
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Analyse student learning data to inform targeted interventions and curriculum refinement.
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Mentor early¿career teachers and support staff within the PE and Sport Academy teams.
2. Curriculum Leadership
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Oversee curriculum planning for PE, Health and Sport Academies, ensuring alignment with DE frameworks.
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Integrate sport specific skill development with academic learning outcomes and wellbeing priorities.
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Develop assessment schedules, rubrics and moderation processes to ensure consistency and rigour.
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Lead annual curriculum review and continuous improvement cycles.
3. Academy Movement Partnership Management
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Serve as the primary liaison between the college and Academy Movement.
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Coordinate program delivery, staffing, schedules, facilities and communication.
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Monitor program quality, student progress and coach performance in collaboration with Academy Movement.
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Lead partnership planning meetings, reviews and strategic development of academy pathways.
4. Student Engagement, Wellbeing & Pathways
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Oversee student selection, induction and participation in Basketball and Cricket Academies.
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Track student academic progress, attendance, wellbeing and athletic development.
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Implement targeted supports and interventions where required.
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Promote pathways into VCE PE, Health, VET Sport & Recreation and post¿school sporting opportunities.
5. Program Operations & Compliance
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Manage academy timetables, facility bookings, equipment procurement and risk management.
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Ensure compliance with DE policies, Child Safe Standards and OHS requirements.
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Oversee budgets for PE and Sport Academies, ensuring transparent and efficient resource allocation.
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Coordinate events such as trials, showcases, interschool sport, camps and community engagement activities.
6. Community & Stakeholder Engagement
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Build strong relationships with families, local clubs, state sporting bodies and community partners.
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Promote academy achievements through school communication channels.
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Represent the college at sport related forums, networks and professional associations.
7. School Improvement Contribution
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Contribute to whole school improvement priorities including literacy, numeracy and wellbeing.
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Participate in leadership meetings, strategic planning and policy development.
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Lead initiatives that enhance student engagement, attendance and connectedness through sport.
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Other duties as required by the Principal
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
Please submit your application via School Jobs Vic and include the following in your application:
A curriculum vitae outlining your work history and experience
A response to the selection criteria
3 confidential referees, one of which should be your direct supervisor and if currently working in a school, your school Principal. Please ensure you provide mobile phone and email contact details for your referees.
Applications should be submitted as one PDF document.
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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.
