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 ¿ Senior Years Programs provides strategic leadership for the planning, implementation and continuous improvement of the College's Senior Secondary programs, ensuring excellence in teaching, learning, assessment and student outcomes across Years 10¿12.
The role leads the effective delivery of the Victorian Certificate of Education (VCE), Vocational Major (VM), VET Delivered to Secondary Students (VETDSS), Advanced programs and associated senior pathways and is responsibility for senior secondary reform and future changes to senior pathways.
Working collaboratively with the Principal Class, Senior Years Leadership Team and curriculum leaders, the position ensures all senior programs meet Department of Education, VCAA and relevant regulatory requirements while promoting a culture of high expectations, academic excellence and successful post-school pathways.
The position is a key member of the College Leadership Team and contributes to whole-school improvement through instructional leadership including classroom observations, coaching, and building teacher expertise in senior pedagogy, strategic planning and curriculum,
Leadership Expectations As a Leading Teacher at Wyndham Central College you will:
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Contribute strategically to the College Leadership and School Improvement Teams.
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Lead the implementation of priorities within the School Strategic Plan and Annual Implementation Plan.
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Build teacher capability through coaching, mentoring and instructional leadership.
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Analyse student achievement, engagement and wellbeing data to inform improvement.
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Lead professional learning and collaborative inquiry.
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Support performance and development processes for teaching staff.
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Lead whole-school improvement initiatives aligned with College priorities.
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Model exemplary professional practice and ethical leadership.
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Manage budgets and resources relevant to the role.
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Support the induction and mentoring of new staff.
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Contribute to College events and community engagement.
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Undertake other duties as directed by the Principal.
Position Overview
The Leading Teacher ¿ Senior Years Programs provides leadership across all aspects of the College's senior secondary provision including:
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Years 10¿12 curriculum and programs, Victorian Certificate of Education (VCE),Vocational Major (VM),VET Delivered to Secondary Students (VETDSS)
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Advanced and accelerated learning programs
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Senior assessment and reporting
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VCAA compliance
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VASS administration oversight
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Senior examinations
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Student transitions and pathways
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Senior school improvement
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Improvements in VCE study scores, completion rates, attendance and student destinations.
The role works collaboratively with: Assistant Principal ¿ Senior Years, Year Level Leaders (10¿12), VM Coordinator, Pathways and Transitions Leader, VASS Coordinator, Faculty Leaders, Learning Specialists, Principal class.
Key Responsibilities
1. Strategic Leadership Lead continuous improvement across the Senior School by:
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implementing strategic priorities aligned with the School Strategic Plan and Annual Implementation Plan
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leading improvement initiatives that strengthen student achievement and pathways
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fostering a culture of high expectations and academic excellence
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monitoring and evaluating the effectiveness of senior programs
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contributing to whole-school policy development and improvement planning.
2. Senior Secondary Programs Provide leadership for the effective implementation of all senior programs by:
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overseeing the operation of VCE, VM and Advanced programs
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maintaining a strong understanding of current VCAA, Department and regulatory requirements
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ensuring College policies align with VCAA and Department expectations
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coordinating implementation of curriculum changes
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supporting quality assurance across all senior programs
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monitoring compliance with assessment and certification requirements.
3. Curriculum and Assessment Lead excellence in curriculum and assessment through:
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supporting curriculum planning across Years 10¿12
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overseeing VCAA curriculum audits
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strengthening assessment moderation and consistency
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coordinating collaborative planning for senior teachers
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leading professional learning focused on assessment and curriculum
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supporting faculties to improve VCE performance.
4. Student Achievement and Improvement Drive improved student outcomes by:
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analysing VCE, VM and school achievement data
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leading staff analysis of VCE performance data
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identifying trends and implementing targeted improvement strategies
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monitoring student progress throughout the senior years
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supporting intervention and extension programs
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coordinating collaborative study programs and structured study support.
5. Compliance and Administration Ensure all senior programs operate efficiently and meet regulatory requirements by:
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overseeing VCAA compliance
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coordinating VASS processes with the VASS Coordinator
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leading the administration of external examinations, the General Achievement Test (GAT) and associated VCAA processes
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coordinating Special Examination Arrangements and Derived Examination Score (DES) applications
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liaising with VCAA and external agencies
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overseeing enrolments in external learning programs, including Virtual School Victoria
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maintaining accurate senior school records.
6. Student Pathways Support successful transitions by:
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working collaboratively with the Pathways and Transitions Leader
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promoting accelerated learning, university enhancement and extension opportunities
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supporting course counselling and subject selection
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strengthening transition processes from Years 9 to 10 and into senior pathways
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promoting informed post-school pathway planning.
7. Staff Leadership Develop teacher capability through:
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coaching and mentoring senior teachers
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facilitating professional learning aligned with senior curriculum priorities
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supporting collaborative planning and professional learning communities
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building staff understanding of VCAA requirements
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promoting evidence-informed teaching and assessment practices.
8. Community Engagement Strengthen communication and partnerships by:
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coordinating information sessions for students and families
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developing senior school publications and handbooks
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communicating important senior school information through newsletters, assemblies and digital platforms
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representing the College at community events and senior school functions
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celebrating student achievement through awards, recognition programs and public events.
Key Accountabilities Success in this role will be demonstrated through:
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improved VCE, VM and senior student outcomes
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effective implementation of all senior secondary programs
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strong compliance with VCAA and Department requirements
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increased staff capability in senior curriculum and assessment
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successful administration of senior assessment and examination processes
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high-quality transition and pathway outcomes
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effective use of achievement data to inform improvement
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increased student participation in extension and enhancement opportunities
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a culture of high expectations and academic excellence across the Senior School.
Leadership Capabilities The successful Leading Teacher will demonstrate:
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Strategic leadership
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Instructional leadership
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Deep knowledge of Victorian senior secondary education
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Expertise in VCAA curriculum, assessment and compliance
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Data literacy and evidence-informed decision making
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Coaching and mentoring capability
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Strong organisational and project management skills
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Excellent communication and relationship-building skills
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Commitment to equity, inclusion and continuous improvement
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Capacity to build collaborative, high-performing teams.
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.
