English/Humanities Teacher

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1447930
Location ProfileThe 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.
Selection CriteriaSC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
RoleThe classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
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.
ResponsibilitiesThe role of classroom teacher may include but is not limited to:
Direct teaching of groups of students and individual students;Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;Undertaking other classroom teaching related and organisational duties as determined by the School Principal;Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;Undertaking other non-teaching supervisory duties.Who May ApplyTeachers 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.
EEO AND OHS CommitmentApplicants 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
Child Safe StandardsVictorian 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:
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:
Please ensure to submit your application with your cover letter and curriculum vitae attached.
Key Selection Criteria should be addressed with no more than one KSC page per criteria.
Applicants are invited and encouraged to contact the College Principal on 8407 8888 for further information prior to submitting an application.
Please be advised, applicants qualified to teach one or more of the methods, will be considered. 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.
Conditions of EmploymentAll 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 Department HR Website.VIT LANTITETo 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.

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