AddressThe Victorian Government is delivering 100 new schools between 2019 and 2026, with Wollert Secondary College opening in 2023 as one of these new schools. Wollert Secondary College is located at 222 Highpark Drive, Wollert 3750, in the middle of a fast developing growth corridor which is steadily increasing the school enrolment.
Wollert Secondary College is a Supported Inclusion School, which is a mainstream school with additional professional capabilities and facilities designed to cater for students with a disability. Students with a disability will receive enhanced support and high-quality, evidence-based educational provision alongside mainstream students to the greatest extent possible in a safe, accessible, and supportive environment.
As a SIS, Wollert Secondary College has been purpose built to cater to the diverse needs of all students and support the needs of the growing population. Wollert Secondary College provides excellent learning opportunities for all students through quality programs based on outstanding teaching and learning practices.
In our first year of operation, Wollert Secondary College opened to Year 7 students only, and will progress by one year level at a time, thereafter. In 2025, we anticipate our enrolments to increase to 350 students across Years 7,8 & 9.
Located in a growth corridor, our school will help the growing number of local families access great education close to home.
VISION
Preparing our students for the brightest future, Wollert Secondary College provides unparalleled dedication and commitment to our students and their individual needs, passions, and dreams, in an environment that is inclusive and engaging.
We are committed to fostering a love of learning by creating an educational atmosphere intended to empower students to embrace challenges, and explore new experiences, whilst keeping learning rich and meaningful.
MISSION
Wollert Secondary College mission is to foster a learning environment where students will Aspire, Acquire and Achieve. Students at Wollert Secondary College will be aspirational learners who will be guided to acquire the necessary skills to achieve success.
VALUES
Wollert Secondary College values are Be Kind, Be Brave, Be True and Be Safe.
Be Kind - Kindness is treating others with respect and compassion. It is modelling and demonstrating generosity and empathy as we foster an environment that is accepting and inclusive.
Be Brave - Bravery is being curious, resilient, and confident. It is modelling perseverance and demonstrating grit, spirit and adopting a growth mindset as we work towards our own level of excellence.
Be True - Truth encompasses honesty and sincerity. It is modelling integrity and fairness as we endeavour to be true to others and ourselves, who we are and what we believe in.
Be Safe - Safety is being responsible, reliable, and accountable. It is modelling caution and consideration in all situations.
WHY WOLLERT SECONDARY COLLEGE?
At Wollert Secondary College, we pride ourselves on being kind, brave, true, and safe. Our values underpin all that we do, and we are proud of the inclusive learning environment we have established for our students where, every story will be different but, every story will be great.
We acknowledge and value the incredible efforts of our staff and are proud to provide a supportive work environment where staff feel appreciated and supported. Our motto is `teamwork makes the dreamwork' and on any given day, at Wollert Secondary College, you will see this in action.
Being new, the school presents an exciting opportunity for incoming staff to support and influence creation of a contemporary school connected to the community and to have significant influence in the future effectiveness of learning outcomes of the students.
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.
SC6 Demonstrated high level of organisational and time management skills to manage a complex workload. Demonstrating an ability to prioritise effectively, communicate in a positive, proactive, and productive manner with all relevant parties and to work collegiately with the Principal and Leadership Team.
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.
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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 ensure to submit your application with your cover letter and curriculum vitae attached.
Being a new school, we are looking for people who are interested in building the foundations of our College. This requires flexibility and the ability to pivot. If you are looking to explore the expansion of your current subject qualifications and are interested in teaching across subject areas that you are simply passionate about, please do not hesitate to submit your application. Our Teaching and Learning structures support our staff to teach across multiple disciplines.
Applicants are invited and encouraged to contact the College Principal on 8407 8888 for further information prior to submitting an application.
The time fraction of this position is negotiable.
- 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 a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
