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.
This philanthropically supported leadership role drives excellence in literacy teaching and intervention across the college through a Multi-Tiered Systems of Support (MTSS) framework informed by the Science of Learning.
The MTSS Literacy Learning Specialist leads Tier 2 and Tier 3 literacy intervention, builds teacher capability, and ensures every student, particularly those requiring additional support, develop strengthened reading, comprehension, and communication skills.
This is a high-impact, evidence-driven role for a passionate literacy leader who thrives on improving student outcomes and influencing whole-school practice, while aligning resources and expertise to teams of teachers and education support staff.
This Learning Specialist role will model excellence in practice and mentor, coach and build the capability of colleagues. The leader works as a member of the School Improvement Team and within the AIP Learning Team.
This role will require an expert classroom practitioner who can deliver high-quality teaching and learning in the MTSS classrooms and Intervention spaces. They will lead improvement through demonstration lessons, observation and feedback, and facilitation of school-based professional learning. With deep expertise in effective pedagogy, they drive improved student learning outcomes.
Leadership
Lead the design, implementation and evaluation of the college¿s literacy intervention strategy (Tier 2 & 3), including curriculum, assessment and reporting requirements
Harness and align the Year Level Learning Specialist Team to drive a consistent, evidence-based approach to literacy supporting Tier 1 literacy practices across the college
Collaborate and consult with Year Level Leading Teacher Team on pedagogical needs for classroom layout, design and resourcing for Tier 1
Build and lead a team of tutors and education support staff delivering literacy intervention
Contribute to the School Improvement Team and AIP priorities
Work in partnership with the Numeracy MTSS Learning Specialist
Teaching and Learning
Deliver and lead the teaching of high-impact literacy intervention classes (Years 7¿8 primarily)
Work as a member of the Junior English Team
Model exemplary literacy teaching using evidence-based practices (Science of Learning)
Support curriculum development to embed explicit reading instruction, vocabulary, and comprehension strategies
Partner with teaching teams to strengthen Tier 1 classroom practice
Create engaging, structured, and highly supportive intervention environments
Document policy, processes and curriculum requirements
Professional Learning
Coach, professionally develop and mentor teachers and ES staff to improve literacy instruction and The Science of Learning across all subjects and year levels
Lead professional learning in reading instruction, structured literacy, and intervention practice
Facilitate PLCs focused on literacy improvement
Develop and maintain the MTSS / Science of Learning Playbook (Literacy focus)
Deliver related professional learning to staff in consultation with AP Building Practice Excellence
Philanthropy
Sit on the MPF Steering Committee and contribute to quarterly updates
Responsibility for the Annual Reports to the Foundation
Liaise and collaborate with other secondary schools/community of practice around Literacy, the Science of Learning (SOL) and Multi Systems of Supports (MTSS)
Support school tours and showcases of MPFF and MTSS work
Student Achievement
Lead oversight of literacy benchmark assessments, and responsible for all progress monitoring
Analyse data to identify student needs and evaluate intervention impact
Contribute to intervention planning through Academic and Inclusion Panels
Lead and record all Progress Monitoring results for DIBELS at Year 7 and 8, and PAT Adaptive at Year 10 for MYLNs in the SPA platform
Collect and analyse intervention and mainstream assessments (proficiency screeners etc)
Work closely with the Learning Specialist team with handover meetings and data collection for SPA
Support the 5 Weekly Academic and Inclusion Panels with advice and recommendations for supports and interventions when your expertise is required
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
A facilitated tour will be run by Chris and/or a member of his Principal Team on Thursday 25th June from 4pm - 5pm for prospective candidates. Please email
[email protected] to secure your place.
Shortlisted candidates will be contacted on 29th July, and interviews will be held on the 3rd and 4th of August 2026.
Key Performance Indicators
Data collation and draft documentation for required reports for the MPF
Evidence of the implementation of the science of learning in own classes/programs and those of others within team
Evidence of professional learning package around SOL and MTSS delivered to WPSC ES staff
Balanced and appropriate class groupings Year 7-8
Measurable growth in student reading outcomes
Increased teacher confidence and capability in literacy instruction
Strong alignment between Tier 1, 2 and 3 literacy practices
Relevant data sets for tracking and reporting purposes
Independent survey data gathered to inform program improvements
Evidence within intervention programs documented on sharepoint Teams
Targets - as outlined in SSP and AIP
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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.
Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way. Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave? With a highly relational approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel. They wholeheartedly foster a collaborative environment, where everyone is not only heard but also valued.
Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn. Our consistent and predictable routines ensure from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere. Low variance, knowledge rich curriculum units are building across our school and these are support by the use of evidence informed, science of learning practices which maximise the learning process. This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn. For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network. We have a strong SWPBS model that is resourced with a full time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom. The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary. Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible. Click on this SWPBS link for further information and to view videos of these processes in action.
In line with our supportive and well-resourced school, our college has experienced significant growth. Our student enrolment numbers are around 760 students, making us a beautifully sized secondary college. Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families. Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach.
Aspirant or experienced leaders wanting to join a tremendous team and who are looking for teachers with similar values: collaborative, trusting, hard-working, dedicated, committed, flexible in their thinking, open, and most importantly, a willingness to make the workplace enjoyable! Our staff bring together a mixture of skills and expertise, but all demonstrate these values and work together to support one another. Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.
At Western Port Secondary College, we strongly encourage and model work/life balance. School starts at 8:30 am and concludes at 3:00 pm. This means that on a meeting night, staff are leaving at 4:30 pm or on a non-meeting night, 3:30 pm. We aim to promote a focus on other important things, like self and family.
Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together.
We have new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds. We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation.
We encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college. You can find us at http://facebook.com/westernportSC
If after reading our profile, if you are at all interested in this exceptional opportunity, we urge you to reach out to our Principal, Chris Quinn. His passion for showcasing our school extends to providing an immersive firsthand experience of what it truly means to work at Western Port Secondary College. Scheduled tours are highly recommended for prospective candidates which will be facilitated by Chris or a member of his Principal Team.
Looking forward to meeting you.
