Location Profile

Whittlesea Secondary College is located in the outer metropolitan suburb of Whittlesea, in Melbourne¿s north. With an enrolment of approximately 770 students and situated on a spacious 30-acre site, the College enjoys a unique semi-rural setting that provides a calm and expansive learning environment.

WSC is a well-established and proud part of the local community, with a rich history of delivering authentic, varied, and engaging learning opportunities. While our students come from over 30 different feeder primary schools, we maintain strong community connections and place great importance on nurturing a sense of belonging for every student.

We are committed to offering a diverse and forward-thinking curriculum that empowers students to take control of their learning and lives. From Years 7 through to VCE, VET, and VCE Vocational Major (VCE-VM), our programs are designed to support every learner to thrive, discover their passions, and build meaningful future pathways.

Our teaching and leadership structure is designed to support high-quality learning experiences. The College is led by one Principal and three Assistant Principals, supported by 5 Leading Teachers, 2 Learning Specialists,72 teaching staff, and 17 EFT Education Support Officers. Our strong and team-oriented leadership team works to foster continuous improvement, professional excellence, and inclusive learning for all students.

Student voice is a cornerstone of our school culture. We actively promote leadership and agency, providing students with multiple opportunities to lead projects, contribute to decision-making, and make a meaningful difference in the school and wider community.

The College is proud to offer a dynamic senior years program that supports academic and vocational pathways. In addition to VCE, students can engage in VET studies, School-Based Apprenticeships, and VCE-VM. Our purpose-built Trade Training Centre delivers VET courses in Automotive, Engineering, and Building & Construction, helping students gain hands-on skills and industry certifications.

We maintain a strong focus on literacy and numeracy growth across all year levels, using evidence-based strategies, targeted assessment, and personalised support to meet individual learning needs. Innovative and inquiry-based learning, enhanced by extensive digital technology, encourages creativity, curiosity, and critical thinking.

Communication between students, staff, and families is supported through the COMPASS School Management System, ensuring a connected and informed school community.

Whittlesea Secondary College also provides a vibrant co-curricular program, including Performing Arts, Music, state-level sporting opportunities, scholarship programs, and our partnership with our local services. These offerings reinforce our commitment to developing the whole person and building strong links with our community.

At WSC, we value student-centred learning and foster student leadership across the entire school. Our goal is to help young people find their voice, develop resilience, and prepare confidently for a complex and rapidly changing world. We are proud to be shaping the next generation of leaders, thinkers, and contributors.

Selection Criteria

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.

Role





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.

Responsibilities

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.

Who May Apply

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.

Diversity and Inclusion

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 *******@education.vic.gov.au

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.

Child Safe Standards

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

DE Values

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

Other Information

Leading Teacher Disability Inclusion and Transition

- Lead the implementation of Disability Inclusion processes, Disability Inclusion Profiles (DIP), targeted intervention supports, and inclusive education practices across the College in accordance with Department of Education policy and guidelines.

- Coordinate Disability Inclusion Profile meetings, consultation processes, evidence collection, applications, documentation requirements, and review processes in collaboration with families, staff, and external agencies.

- Lead Student Support Group (SSG) processes, case management meetings, targeted intervention planning, and regular review meetings for funded and supported students.
- Ensure Student Support Group (SSG) processes, Individual Education Plans (IEPs), reasonable adjustments, and targeted intervention supports align with Disability Inclusion Profile requirements and Department policy.
- Work collaboratively with wellbeing teams, Learning Support staff, teachers, families, and external agencies to coordinate wrap-around supports for students requiring additional assistance.
- Review and analyse relevant student learning, wellbeing, engagement, attendance, and behavioural data to develop targeted intervention and support plans at both individual and cohort level.
- Develop and implement processes and programs that strengthen student inclusion, engagement, wellbeing, independence, learning growth, and successful pathway outcomes.
- Support students requiring additional adjustments, intervention, and personalised learning supports to access the curriculum and achieve success.
- Convene and facilitate parent, student, and stakeholder meetings as required to support student progress and engagement.
- Actively involve families in support planning and intervention processes to strengthen partnerships between home and school.
- Maintain accurate and compliant records, documentation, timelines, and processes relating to Disability Inclusion Profiles, SSGs, IEPs, targeted funding, and student support.

Conditions of Employment

- 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

Qualification Requirements

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.

📌 Leading Teacher - Disability Inclusion and Transition (West Melbourne)
🏢 Government schools
📍 West Melbourne