Department of Education Victoria – Wollert VIC
9h ago, from Department of Education & Training Victoria
Wollert Secondary College opened in **** and is located in a developing growth corridor, with enrolments steadily increasing.
The school currently has just under 400 students across Years 7 to 9 and is projected to grow to approximately 580 students by ****, expanding to Years 7 to 10.
By ****, when the College offers a full Year 7-12 program, total enrolments are expected to reach approximately 1,000 students.
Wollert Secondary College is a Supported Inclusion School, a mainstream setting with additional professional expertise and purpose-built facilities to support students with intellectual disabilities.
We offer excellent learning opportunities for all students through high-quality programs founded on evidence-based, high-impact teaching and learning practices.
At Wollert Secondary College, we pride ourselves on empowering, preparing, and equipping students for the opportunities and challenges they will encounter beyond school.
It is an exciting time to be part of the Wollert Secondary College community.
We are known for our positive learning culture, dynamic educators, robust curriculum, strong wellbeing support, beautiful grounds, state-of-the-art technologies, and distinctive facilities.
Our vibrant school culture has generated strong community engagement and high demand for enrolments.
We offer a rich, contemporary, and comprehensive curriculum, complemented by a wide range of student excellence programmes, co-curricular clubs, leadership opportunities, adventure camps, and year-round house activities.
We hold high expectations for student achievement.
Our students are encouraged to strive for their personal best and take full advantage of the many opportunities available to showcase their talents, pursue their interests, and continue building knowledge and skills for life.
Looking ahead, Stage 2 of our school build is scheduled for completion by the end of Term 1, ****.
This exciting development includes a brand-new Arts and Technology building, a new learning neighbourhood, and the addition of nine new portable classrooms.
These state-of-the-art facilities will significantly enhance the learning environment, providing students with innovative, modern spaces designed to support and enrich their educational experience.
Our Mission
Our mission is to foster a learning environment where students Aspire, Acquire, and Achieve.
Students at Wollert Secondary College are aspirational learners who are guided to acquire the necessary skills and knowledge to achieve personal success.
Our Vision
Preparing our students for the brightest future, Wollert Secondary College is committed to delivering a learning experience that supports each student's individual needs, passions, and dreams.
Our inclusive and engaging environment fosters a love of learning, empowering students to embrace challenges and explore new experiences, while ensuring learning remains rich, relevant, and meaningful.
Our Values
At Wollert Secondary College, our values underpin all that we do.
We aim to build a strong, respectful, and inclusive school culture by living out the values of:
Be Kind – Treat others with respect and compassion.
We model generosity and empathy as we foster a welcoming and inclusive environment.
Be Brave – Show curiosity, resilience, and confidence.
We model perseverance, embrace challenges, and adopt a growth mindset as we strive for personal excellence.
Be True – Act with honesty and sincerity.
We model integrity and fairness as we stay true to ourselves, our values, and our beliefs.
Be Safe – Be responsible, reliable, and accountable.
We model caution, care, and consideration in all situations to ensure a safe learning environment for all.
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 programmes 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 classroom teacher classification comprises two salary ranges – range 1 and range 2.
The primary focus is on planning, preparation and teaching of programmes to achieve specific student outcomes.
Classroom teachers engage in critical reflection and inquiry to improve knowledge and skills to engage students effectively and enhance their learning.
As classroom teachers gain experience, their contribution to the school programme 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.
Key responsibilities include:
Having the content knowledge and pedagogical practice to meet the diverse needs of all students.
Modelling exemplary classroom practice and mentoring/coaching other teachers to engage in critical reflection of their practice and support staff to expand their capacity.
Providing expert advice about the content, processes and strategies that will shape individual and school professional learning.
Supervising and training one or more student teachers.
Assisting 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 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 programmes to achieve specific student outcomes.
Range 1 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 programmes and assist in the implementation of school priorities.
The focus is on classroom management, subject content and teaching practice.
New entrants to the teaching profession receive structured support, mentoring and guidance from teachers at higher levels.
Responsibilities
Direct teaching of groups of students and individual students.
Contributing to the development, implementation and evaluation of a curriculum area or other curriculum programme 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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we serve.
We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for staff with disability.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division.
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
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 criterion.
Applicants are invited and encouraged to contact the College Principal on ********* for further information prior to submitting an application.
Please be advised, applicants qualified to teach one or more of the methods will be considered.
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 programmes will be provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
#J-*****-Ljbffr