|Location:||Wellington Secondary College|
|Department:||Wellington Secondary College|
|Role Type:||Secondary Teacher|
|Ongoing/Fixed Term:||Fixed Term|
|Contact Name:||Ms Marina Stergiou|
Wellington Secondary College is a large single campus, co-educational State Secondary College located in the City of Monash approximately 24 kilometres to the South East of the Melbourne CBD. The College is in the second year of the (2019-2022) Strategic Plan.
Wellington is a successful, high performing school that provides programs and pathways for over 1900 students from Years 7-12. It is predicted that enrolments will continue to rise. Wellington has a very diverse and strong multicultural environment. The College also has a well-established International Program for over 100 students, mostly from China, Vietnam and Cambodia. We have a dedicated International Centre and accredited Intensive English Language Centre to support this program.
Our College is located in Mulgrave and draws its students from a very wide area. We are located on the most southern point of the North Eastern Victoria Region, with many of the closest Primary and Secondary Schools located in the South Eastern Victoria Region. We have only one truly “local” Primary School – Albany Rise. Our relationship with Albany Rise is very good – and continues to develop. As all other students come from outside our immediate area marketing is of crucial importance to our continued high enrolments. For many years the College has provided a subsidised Charter Bus service to assist families from outside our immediate area to easily and safely travel to and from the College. Currently, over 400 students access this service. Monash University is our “local” university and we have a strong relationship with Monash in terms of student destinations and student pathways support.
Our SFOE index is medium. In 2016, the College received funding in the State Budget to revisit the Master Plan. The construction of the new E.H Blaikie Vanellus Centre, incorporating the administration and Library Resource Centre was completed in April 2019. Currently we are in the final stage of our Master Plan build with work already underway and due for completion during 2022.
In 2021, the College has a workforce of 129.7 FTE teaching staff, complemented by 35.9 FTE education support staff. The current Principal, Mr Hugh Blaikie, was appointed in 2013.
In line with the Education State FISO model, Wellington focusses on the whole child where we recognise and promote a learning environment that will provide all students with the academic and personal skills they will need to operate as effective and successful members of the 21st century global community, both now and in the future.
The College offers a rich and broad curriculum that is attractive to a diverse range of young people. Students can choose from a very wide range of VCE subjects. Our VCE mean study score over the last four years has averaged above the state mean, with teachers significantly “adding value” to student study scores in most studies.
In Years 7 to 10, students have a range of compulsory and elective choices in their preparation for the Senior School. The College supports a particularly robust Mathematics program, as students with English as an Additional Language (EAL) background often enjoy a high level of success in this area. In Years 7, 8 and 9 there are “High Flyer” classes for students whose core learning is based around collaboration, communication, creative problem solving and critical thinking. Our acceleration program has Mathematics as a significant focus. Chinese was introduced into the Year 7 curriculum in 2013 as an addition to the French offering of previous years. In 2018 we had Senior Chinese for the first time. Advanced placement to VCE is available to selected Year 10 students.
Due to the multi-cultural nature of our community, many students pursue the community language option through Victorian School of Languages (VSL) or other providers. Wellington also has a well-established VCAL program, normally with one Intermediate and one Senior class operating each year.
Our NAPLAN results, especially in Numeracy, show consistently strong performance against State benchmarks and growth or relative gain indicators. As a result of work undertaken in the current Strategic Plan, the school has a strong commitment to building Literacy growth in all NAPLAN Bands.
Wellington is well known for its strong commitment to the inclusive engagement and wellbeing of all of its students. We endorse and support the belief that school should be a safe place for all children at all times. Our approach to addressing student attendance is rigorous. The College uses the Compass School Management system to monitor attendance. We have a full time Attendance Officer and 3 Sub School Support Officers to assist in this process. Parents can access “live” data through the COMPASS portal system. We are a Lead school in DET’s RRRR Strategy.
Students are engaged in a number of activities outside the classroom. A strong SRC provides significant student voice in the school community and a well-developed student leadership pathway is in place, starting in Year 7 and expressing itself in a variety of forums throughout the different Year Levels. The lunchtime engagement programs and after school homework clubs compliment the more traditional House and Sporting activities that have always been a feature of this College.
A Wellbeing Centre funded under the National Partnerships Scheme was completed in 2012 and was formally opened early in 2013. This facility provides community access to the College’s Wellbeing and Pathways Teams as well as health professionals and a social worker. In 2013, a part-time doctor was added to the team to complement the other wellbeing services offered by the Centre. This facility was the inspiration for the current government’s ‘Doctors In Schools’ initiative.
For many years the College has received significant funding support through the Managed Individual Pathways (MIPS) program. The Careers/Pathways section is the second major component of our Wellbeing Centre and through MIPS funding we are able to support our students through a Leading Teacher, two full-time Careers Counsellors and a School Attendance Officer.
As part of DET’s School Improvement Partnership program, in 2017 Wellington engaged in a formal Partnership with Wodonga Senior Secondary College and Wodonga Middle Years College and continue this relationship in 2021. All schools in this partnership have committed to building Literacy of students and Teacher Leadership capacity at all three schools. We also have an informal Literacy Partnership with Albany Rise Primary School, our local primary school.
Wellington Secondary College enjoys a very positive reputation with parents and within the local community. We are a school that fully supports and represents the Education State and the DET Values that go with it. We have our own well established traditions and students and parents support the culture of ‘The Wellington Way’ embodied in the College’s motto: Caring, Striving and Learning. The College motto describes our key purpose and values of Caring for others, Striving for excellence and Learning for life.
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.
The 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:
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-curricular activities.
The role of classroom teacher may include but is not limited to:
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.
A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.