Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Classroom Teacher
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference:
Location Profile
Are you seeking a vibrant teaching environment that is more than just a workplace? We are seeking passionate teachers to join our esteemed team for the 2025 school year and beyond. Western Port Secondary College is conveniently located at 215 High Street, Hastings. Getting here is a breeze: just a 15-minute drive from Pearcedale, Somerville, and Tyabb, a 20-minute commute down the Western Port highway from Cranbourne, or Langwarrin. Peninsula link (toll free) makes the commute from Frankston and surrounding suburbs of Seaford, Carrum and Patterson Lakes a smooth 25-minute drive making your way to Western Port Secondary College is a stress-free journey each day
Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way. Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave? With a hands-on approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel. They wholeheartedly foster a collaborative environment, where every teacher's voice is not only heard but also valued.
Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn. Our college ensures from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere, where both teaching and learning are highly effective and enjoyable. This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn. For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network. We have a strong SWPBS model that is resourced with a full time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom. The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary. Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible. Click on this SWPBS link for further information and to view videos of these processes in action.
In line with our supportive and well-resourced school, our college has experienced significant growth. Our student enrolment numbers are around 700 students, making us a beautifully sized secondary college. Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families. Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach.
This opportunity to join our college is perfectly timed for aspirant leaders, with the full School Improvement Team (SIT) positions ending their tenure at the end of 2025. Aspirant or experienced leaders wanting to join a tremendous team and who are looking for teachers with similar values: collaborative, trusting, hard-working, dedicated, committed, flexible in their thinking, open, and most importantly, a willingness to make the workplace enjoyable Our staff bring together a mixture of skills and expertise, but all demonstrate these values and work together to support one another. Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.
At Western Port Secondary College, we strongly encourage and model work/life balance. School starts at 8:30 am and concludes at 3:00 pm. This means that on a meeting night, staff are leaving at 4:30 pm or on a non-meeting night, 3:30 pm. We aim to promote a focus on other important things, like self and family.
Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together. Year Level team time and staff wellbeing are also priorities within our term planners.
We have brand-new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds. We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation.
Now you could read this, think that this college is desperate for teachers and will write anything to attract staff, or you could listen to what the staff have said about our college.
Staff Trust in Colleagues
Western Port Secondary
87% positive
State
73% positive
Collective Responsibility
Western Port Secondary
80% positive
State
72% positive
Collective Efficacy
Western Port Secondary
64% positive
State
55% positive
School Leadership
Western Port Secondary
70% positive
State
59% positive
So, what about our student attitudes towards school? Just have a look how they view our school and their experiences.
High expectations for success
Western Port Secondary
79% positive
State
69% positive
Stimulated Learning
Western Port Secondary
62% positive
State
52% positive
Advocate at School
Western Port Secondary
75% positive
State
63% positive
If you have doubts about the Staff Opinion Survey or Student Attitudes to School survey results, we encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college. You can find us at
So, who can apply? We value the skills and experiences of teachers with both Primary and Secondary qualifications If you're a current teacher, working in a government or non-government school, a fresh graduate, Permission to Teach (PTT) or just starting out in the teaching world, we want to hear from you. The school supports teachers returning from family leave and accommodates part time needs well. It's all about the person and the unique qualities they bring to add to the Western Port Way.
If after reading our profile, if you are at all interested in this exceptional opportunity, we urge you to reach out to our Principal, Chris Quinn. His profound passion for showcasing our school extends to providing an immersive firsthand experience of what it truly means to work at Western Port Secondary College. Scheduled tours are highly recommended for prospective candidates which will be facilitated by Chris or a member of his Principal Team. To arrange a school tour, please email the college at with your availability.
Looking forward to meeting you.
Selection Criteria
SC1 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.
Role
The Inclusion teacher plays a pivotal role in Western Port Secondary College¿s Tier 2 re-engagement program, supporting students at risk of disconnection from mainstream learning. Working within the Inclusion Framework, Inclusion teachers combine high-quality, flexible teaching with trauma-informed and relational practices to address barriers to engagement, wellbeing, and achievement. They are responsible for planning and delivering personalised learning, tracking progress through Compass, collaborating with families and the Inclusion Panel, and preparing students for a successful transition back into mainstream classes or appropriate alternative pathways.
The Inclusion program provides high-intensity, short-term re-engagement support for students at risk of disconnection from mainstream schooling. Inclusion teachers focus on building strong relationships, addressing barriers to learning, and creating pathways for successful transition back into mainstream classes or, where appropriate, to alternative education settings.
The role of the Inclusion classroom teacher sits within the broader Inclusion Framework, alongside Outreach, Wellbeing, and mainstream supports. Teachers in Inclusion are expected to balance high-quality instructional practice with targeted wellbeing and engagement strategies to meet the complex needs of students.
Inclusion Teacher ¿ Tier 2 Classroom Teacher (Range 2)
Inclusion Range 2 teachers play a significant role in supporting the program to achieve its goals of student re-engagement, improved attendance, and positive learning outcomes. They contribute to the development and refinement of program practices and policies, aligned with the WPSC Inclusion Framework and the school¿s strategic priorities.
Range 2 Inclusion teachers will be expected to:
* Demonstrate strong content knowledge and adaptive pedagogy to meet the diverse needs of highly disengaged students.
* Model exemplary practice in trauma-informed and inclusive teaching and mentor Range 1 teachers and support staff within the program.
* Provide expert advice and professional learning to colleagues in mainstream and Inclusion on strategies for engagement, behaviour support, and differentiated learning.
* Use student data (attendance, behaviour, academic progress, wellbeing indicators) to shape program planning and set targeted goals.
* Supervise and support pre-service teachers in re-engagement and inclusion practice.
* Work closely with the Inclusion Panel, Wellbeing, and Outreach to ensure continuity of support for students.
Inclusion Teacher ¿ Tier 2 Classroom Teacher (Range 1)
The primary focus of a Range 1 Inclusion teacher is to develop expertise in re-engagement practice and deliver high-quality teaching and learning experiences for students identified as at risk. Working under the guidance of Range 2 teachers and school leaders, they focus on building student connection, confidence, and readiness to return to mainstream learning.
Range 1 Inclusion teachers will be expected to:
* Plan, deliver, and evaluate flexible learning programs that support students¿ academic and personal growth.
* Apply strategies that build trust, strengthen relationships, and respond to the social-emotional needs of students.
* Work within structured support and mentoring to refine practice in trauma-informed pedagogy and inclusive teaching.
* Participate in professional learning and induction programs to integrate curriculum, assessment, and wellbeing approaches.
* Contribute to program development, documentation of student progress, and communication with families.
* Support the coordination of co-curricular and engagement activities that strengthen school connection.
Responsibilities
The 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 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.
EEO AND OHS Commitment
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
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:
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:
Other Information
Key Performance Indicators
* Compass Recording & Reporting: Timely and accurate documentation of student attendance, wellbeing notes, learning progress, behaviour incidents, and family communication in Compass, with reporting aligned to school expectations.
* Collaboration with Inclusion Team: Active contribution to Inclusion Panel processes, case conferences, and data reviews every 5 weeks.
* Professional Learning & Reflection: Evidence of ongoing professional growth in trauma-informed practice and inclusive pedagogy through participation in PD, peer observation, and coaching cycles.
* Data-Driven Practice: Consistent use of attendance, behaviour, and achievement data to set targets, inform interventions, and evaluate student progress.
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
VIT LANTITE
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.
Applications close Wednesday 17 September 2025 at 11.59pm
Posted
5 September 2025