AddressA new school opened in January 2024
Serving the needs of families in Wyndham and Werribee.
Year 7 students in 2024 with Year 8 commencing in 2025.
Would you like to be a key player in building a positive, supportive, inclusive and high expectations school culture and climate?
Are you excited by the possibilities that a new school brings?
Are you prepared to work hard and be rewarded with the success of seeing a new school grow and thrive?
If you answered 'Yes' to these three questions, you may be just the person we are looking for at Walcom Ngarrwa Secondary College.
Walcom Ngarrwa Secondary College is a new school that opened for students at the start of the 2024 school year. We are located in the Harpley Estate in Frome Cr, Werribee, which is 31km west of the Melbourne CBD. We commenced this year with 176, Year 7 students in and we will be adding a new year level, each year until we cater for students in Year 7-12. We anticipate a peak enrolment of 1200 - 1400 students at our College.
Our Vision
Walcom Ngarrwa Secondary College builds bright futures for the young people of the local communities. Achievement, Belonging and Curiosity underpin the development of an aspirational and inclusive school community that supports each student on their learning journey to a pathway through and beyond school. We foster strong connections with community to ensure today's learners can thrive as generous, active and informed citizens.
Our Mission
We're on a mission to provide the best education we can for our students by delivering high impact, evidence-based practices in learning and wellbeing, within a culture of high expectations for success. Healthy, happy and curious students and staff bring our vision and values to life.
Our Motto
Walcom Ngarrwa Secondary College's Motto is Building Bright Futures.
Additional information can be found at www.wnsc.vic.edu.au
Candidates are asked to submit their application as one (1) PDF document. Within this document you should include a cover letter, resume, response to each selection criteria and the contact details of three (3) confidential, professional referees.
Applicants are required to submit their application via Recruitment Online and also encouraged to email their application directly to the Principal, Mr Brad Moyle at *************@education.vic.gov.au
SC1 Demonstrated high level understanding of initiatives in student relationships and wellbeing, curriculum, assessment, educational technology and pedagogy, and the capacity to provide leadership in the alignment of these areas.
SC2 Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning.
SC3 Demonstrated high level ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.
SC5 Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning.
SC6 Demonstrated capacity to develop a culture of best practice in inclusive education, striving to meet the educational and wellbeing needs of all students.
Position Details:
- 3 Year Tenure
- Learning Specialist Position
Position Purpose:
To lead and support Disability and Inclusion practices across the College with a specific focus on maximising learning and wellbeing outcomes for students. A key element of this role will be supporting the Disability Inclusion process and building the capacity of teachers to support students.
Position Details:
Reports to:
Reports to the Assistant Principal - Wellbeing.
Provides information and advice to the Teaching & Learning Team and Wellbeing & Engagement Team.
Direct Reports:
- Learning Mentors
Working Relationships:
This Learning Specialist works closely with:
- The Principal Team
- Head of School Leaders
- Wellbeing & Engagement Team
- Leadership Team
- PLC Leaders
- Year Level Leaders
- Careers and Pathways
Responsible for:
1. Position specific focus:
· To undertake appropriate assessments with students to identify strengths and needs.
· To identify appropriate learning adjustments for students to be incorporated into their IEP
· To engage with SSS to access assessments and supports for students.
· To model best practice in inclusive education within the classroom, including coaching and mentoring staff in their practice.
2. Professional Learning:
· To undertake professional learning to upskill themselves in their inclusive practice.
· To plan and deliver whole staff professional learning to build a culture of inclusive practice across the college.
· To plan and deliver targeted professional learning for staff to support the needs of particular students.
· To coach and mentor teaching staff and ES on their application of appropriate learning adjustments within their teaching practice.
3. Policy and Compliance:
· To implement and support the application of the Disability Inclusion policies and procedures of the DET.
· In collaboration with the student support team, to develop, monitor and review individual education plans for students.
4. Team Development:
· Work within the Student Support team to promote inclusive practices on a whole school level.
· Lead the development of the classroom ES team, building consistency of practice within the learning mentors of the college.
· Consult with PLC leaders and the Teaching and Learning team to support the design and modification of curriculum and pedagogy to meet best practice for inclusive education.
5. Other
· Any other duties required by the Principal
Resource allocation:
· Time Allowance
· Learning Mentors
Memberships:
· School Leadership Team
· Wellbeing & Engagement Team
· Others as 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.
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
- 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.
