AddressWallan Secondary College (WSC) is a Year 7 to 12 Secondary College situated in Wallan, 50 kilometres north of Melbourne, in the Mitchell Shire one of the fastest growing areas outside of the Melbourne Central Business District (CBD).
Land in Wallan and the surround is continuing to be developed, attracting many families to the area. The College opened in 2006 with 110 students. There has been strong enrolment growth in the past 12 months. Numbers steadily increased throughout the 2023 school year, and current student numbers are in excess of 820.
The College currently has 4 Principal Class members, 4 Leading Teachers, 1 Learning Specialist positions, 60 teaching staff and 28 support staff. Staff include; classroom teachers, Educational Support (ES) administration, ES student support and ancillary staff.
Staff of WSC, along with the community have high expectations of our students. Staff at all times engage students in their learning and have high academic expectations of their students.
WSC offers a wide range of programs for all ability levels. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complimented by programs in the Arts, Music, Health and Physical Education, Technology subjects and Indonesian. A wide range of Victorian Certificate of Education (VCE) and Vocational Education and Training (VET) subjects and a Vocational Major program offered in Year 10 to 12. Tertiary and employment pathways are well established.
WSC offers a range of enrichment opportunities; performing arts, breakfast and homework club, inter school sporting and co-curricular activities. A Learning for Life Program which includes small group literacy and numeracy intervention. An independent reading program has been integrated into the Pastoral Care curriculum with a focus on reading and comprehension across all other learning areas. Our lecture theatre has allowed us to hold our annual production and concerts in a state of the art facility.
Students are encouraged to develop their leadership skills; opportunities are provided through a range of learning experiences. All students of WSC should demonstrate and model our school values of Respect, Responsibility and Resilience.
Our school is committed to student wellbeing, engagement and achievement through four goals for continuous school improvement:
1. To provide for all students at WSC a challenging and differentiated curriculum that equips each and every student for successful future pathways and ensures that they are lifelong learners.
¿ To improve the learning growth of every student across all domains but particularly in literacy and numeracy.
¿ To improve student achievement and completion rates in VCE, VET and VM programs.
2. To provide a stimulating learning environment so that all students are actively engaged in all learning opportunities both inside and outside of the classroom and capable of achieving their full individual potential.
3. To develop a positive, healthy and safe learning environment that enhances student voice and empowers all students to achieve positive pathways in their own community and beyond.
4. To build the capacity of all staff at WSC in order to develop an equitable, sustainable and high performing teaching and learning environment.
Our College Motto is `Learning for life¿, this is embodied in the actions of all key stakeholders who are jointly committed to improving the learning outcomes of students. The College culture of participation and striving to achieve our best; always, is based on mutual respect.
We believe improving student outcomes is achieved through deep learning, outstanding teaching, supportive and authentic relationships
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Core responsibilities include:
- Planning and implementing a range of teaching programs or courses of study
- Teaching an area of the curriculum or a general curriculum to a year level
- Monitoring, evaluating and reporting student progress in key learning areas
- Implementing strategies to achieve targets related to student learning outcomes
- Maintaining records of class attendance and recording student progress
- Implementing effective student management consistent with the school charter.
- Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and welfare programs
- Contributing to a range of co-curricular programs
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
- have completed their course requirements and graduated in the last 4 years, and
- not be employed as a teacher by the department at the time the advertised position is to commence
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
Eligibility for incentive payments:
- The successful candidate is committing to a minimum of 1 year employment at this school
- The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
- The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence
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.
