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 ¿ Pathways and Transitions provides strategic leadership for the College's career education, student pathways and transition programs from Years 7¿12. The role ensures every student is supported to make informed decisions about learning, employment and further education through high-quality career development, individual pathway planning and strong partnerships with families, tertiary providers, industry and community organisations.
Working collaboratively with the Principal Class, Senior Years and Middle Years Team, Year Level Leaders, Wellbeing, Learning Specialists and curriculum leaders, the Pathways and Transitions Leader develop a whole-school approach to career education that prepares students for successful post-school destinations. Improvement in measurable outcomes for Year 12 destinations, reductions in students exiting to unknown destinations, increased participation in VETDSS/SBAT, strengthened post-school transition data, and enhanced student engagement with pathway planning are key aspects of this role.
The position is a key member of the College Leadership Team and contributes to whole-school improvement through instructional leadership, strategic planning and evidence-informed practice.
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, collaboration and professional learning.
-
Analyse student achievement, engagement and destination data to inform improvement.
-
Lead performance and development processes for allocated staff.
-
Promote evidence-informed teaching and leadership practices.
-
Manage budgets and resources relevant to the role.
-
Support the induction and mentoring of new staff.
-
Represent the College in professional and community networks.
-
Model exemplary professional and ethical practice consistent with Department of Education policies and College values.
-
Undertake other duties as directed by the Principal.
Position Overview
The Leading Teacher ¿ Pathways and Transitions provides leadership across:
Career education (Years 7¿12), Student pathway planning, Subject selection processes, Tertiary and employment transitions, Vocational Education and Training Delivered to Secondary Students (VETDSS), School Based Apprenticeships and Traineeships (SBAT) , Structured Workplace Learning, Work Experience, University and tertiary partnerships, Destination tracking, Career education curriculum and Industry and community partnerships
The role works collaboratively with: Principal class, Year Level Leaders, sub-program coordinators ie Vocational Major, Senior Years Programs Leader, Learning Specialists, Student Wellbeing Team, all other Careers staff and Education Support staff.
Key Responsibilities
1. Strategic Leadership Lead the College's pathways strategy by:
-
developing and implementing a whole-school Career Education and Pathways Plan aligned to the School Strategic Plan including components of the AVID tertiary and career ready framework
-
embedding career development across Years 7¿12
-
leading continuous improvement in student pathway outcomes
-
promoting equity of access to further education, training and employment opportunities
-
monitoring and evaluating the effectiveness of pathways programs.
2. Student Pathways Support students to successfully transition through and beyond school by:
-
providing expert advice on subject selection, career planning and post-school options
-
leading individual pathway planning for students in Years 9¿12
-
supporting students to access university, TAFE, apprenticeships, traineeships, employment and other post-school pathways
-
leading VTAC applications and tertiary admissions support
-
supporting students applying through special entry and equity access schemes
-
identifying and supporting students at risk of disengagement through alternative pathway planning
-
working collaboratively with families to develop informed pathway decisions.
3. Career Education Lead high-quality career education by:
-
coordinating the implementation of the Victorian Careers Curriculum Framework across Years 7¿12
-
supporting teachers to embed career education within curriculum programs
-
developing resources that strengthen employability skills, career planning and future readiness
-
promoting student understanding of labour market trends and future employment opportunities
-
ensuring students develop career management competencies.
4. Vocational Learning Provide leadership across vocational learning programs by:
-
overseeing the implementation of VETDSS programs
-
leading School Based Apprenticeships and Traineeships (SBAT)
-
coordinating Structured Workplace Learning opportunities
-
overseeing the Work Experience program
-
maintaining strong partnerships with training providers and employers
-
ensuring compliance with Department and VCAA requirements relating to vocational learning.
5. Transitions Lead effective transition programs by:
-
coordinating transition processes into, through and beyond the College
-
supporting students transitioning into Years 10, 11 and 12
-
strengthening post-school transition planning
-
collaborating with tertiary providers and community organisations
-
supporting students requiring alternative educational settings or re-engagement programs.
6. Community Partnerships Develop and maintain strategic partnerships by:
-
building strong relationships with universities, TAFEs, registered training organisations and industry partners
-
strengthening partnerships with employers to increase workplace learning opportunities
-
representing the College within careers and pathways networks
-
working collaboratively with local government and community agencies to improve student opportunities
-
promoting pathways education within the broader community.
7. Events and Programs Coordinate major College pathways initiatives including:
-
Subject Selection Expo, Careers and Pathways Expo, Jobs Expo
-
University visits and tertiary excursions
-
VTAC information sessions, Parent information evenings
-
Career awareness activities across Years 7¿12
-
workplace learning programs.
8. Data, Evaluation and Compliance Lead evidence-informed improvement by:
-
monitoring destination data for graduating students
-
analysing student participation in pathways programs
-
evaluating program effectiveness using achievement and destination data
-
maintaining accurate records for pathways, workplace learning and vocational programs
-
ensuring compliance with Department of Education and VCAA requirements
-
preparing reports for leadership and School Council as required.
9. Staff Leadership Develop staff capability by:
-
leading professional learning in career education and pathways
-
supporting Year Level Leaders and teachers during subject selection processes
-
mentoring careers staff and Education Support personnel
-
leading collaborative planning across the Senior Years Team
-
contributing to whole-school strategic planning and continuous improvement.
Key Accountabilities Success in this role will be demonstrated through:
-
increased student participation in appropriate post-school pathways
-
improved student destination outcomes
-
high-quality implementation of career education across Years 7¿12
-
successful coordination of VETDSS, SBAT and workplace learning programs
-
strong partnerships with tertiary providers, industry and community organisations
-
effective subject selection and transition processes
-
improved engagement of students at risk of early school leaving
-
accurate compliance with Department and VCAA requirements
-
increased student and parent satisfaction with career education and pathways support.
Leadership Capabilities The successful Leading Teacher will demonstrate:
-
Strategic leadership
-
Instructional leadership
-
Expertise in career education and pathways planning
-
Knowledge of Victorian senior secondary pathways, VETDSS, SBAT and tertiary admissions
-
Strong understanding of labour market trends and post-school opportunities
-
Data literacy and evidence-informed decision making
-
Excellent communication and partnership-building skills
-
Coaching and mentoring capability
-
Strong organisational and project management skills
-
Commitment to equity, inclusion and successful transitions 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
-
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.
