Literacy and English

About this role

Location Profile Wyndham Central College is situated in one of Victoria's major growth corridors, approximately 30 minutes west of Melbourne, and provides education for students in Years 7 to 12 from across the Wyndham community. The College is committed to delivering a rigorous, guaranteed, and viable curriculum, enhanced by the Advancement Via Individual Determination (AVID) program. Through AVID, students develop the skills, strategies, and dispositions necessary to succeed in their learning and pursue their chosen pathways with confidence. Wyndham Central College is proud to be one of the first schools in Australia recognised as an AVID Demonstration School , showcasing exemplary teaching and learning practices and the AVID University and Career Readiness System. This recognition reflects the College's commitment to best practice in student success strategies, inquiry-based learning, collaborative teaching approaches, and university and career readiness. The curriculum is enriched through a range of innovative and challenging programs designed to cater to diverse student interests and aspirations. These include the Years 7-10 Enrichment and Victorian High-Ability Program (VHAP) , the Years 7-10 Spanish Immersion Program (SIP) , the Middle Years STEM Academy , the Football Development Program , and the distinction of being one of only three Hindi Beacon Schools in Victoria. To further strengthen student outcomes and realise the College vision, all students develop a Careers Action Plan (CAP) and an individual learning plan commencing in Year 7. These plans promote goal setting, reflection, and ongoing consultation between students, teachers, and parents/carers. This strong three-way partnership is fundamental to student success and is supported by an extensive Tutor Advocate program, comprehensive pastoral care structures, whole-school wellbeing initiatives, a Student Services Centre, and a Community Hub. Supporting the College's Educational Improvement Plan are modern, purpose-built facilities, including a Trade Training Centre , a dedicated Year 7 Centre , Years 8 and 9 Centre , and a Senior Years Centre , each supported by dedicated administration teams. Specialist learning environments include a state-of-the-art Science and STEM Centre , a Performing and Visual Arts Centre featuring an auditorium, and extensive indoor and outdoor sporting facilities, including a gymnasium. These facilities are complemented by thoughtfully designed active and passive recreational spaces, extensive landscaping, and a student-centred library that supports study, research, and collaborative learning. The College's leadership structure comprises the Principal Class Team , including the Principal and Assistant Principals, each with dedicated leadership portfolios. This team is supported by Leading Teachers responsible for key areas including Year Level Leadership (Engagement and Wellbeing) , Literacy , Numeracy , Pathways and Transitions , AVID Pedagogy and Operations , Senior Years Program Management , and Campus Management . Further strengthening instructional excellence are faculty-based Learning Specialists , who lead Professional Learning Communities (PLCs) and support the implementation of high-impact teaching practices and AVID instructional strategies across the College. Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum. SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth. SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement. SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning. Role Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others. Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program. Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals. Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan. Responsibilities The Leading Teacher ¿ Literacy and English provides strategic and instructional leadership to drive excellence in literacy and English teaching across Years 7¿12, including the Senior Secondary Certificate. The role leads the implementation of the College's Literacy Strategy, aligned with the School Strategic Plan and Annual Implementation Plan (AIP), ensuring all students develop the literacy knowledge and skills required for academic success and future pathways. Working collaboratively with the Principal Team, Learning Specialists, Faculty Coordinator, Literacy Support Leaders and classroom teachers, the Literacy and English Leader builds staff capability through coaching, professional learning, curriculum leadership and evidence-informed practice. The role also ensures literacy is embedded as a whole-school responsibility across all learning areas. Leadership Expectations As a member of the College Leadership Team, all Leading Teachers are expected to: • Contribute actively to the Leadership and School Improvement Team. • Lead continuous improvement aligned with the School Strategic Plan and Annual Implementation Plan. • Analyse and interpret student achievement, engagement and wellbeing data to inform strategic decision making. • Build staff capability through coaching, mentoring and performance and development processes. • Lead professional learning and facilitate collaborative inquiry through Professional Learning Communities (PLCs). • Support the induction and mentoring of new staff. • Manage budgets and resources relevant to their area of responsibility. • Plan and facilitate meetings, maintaining clear agendas, actions and records. • Represent the College professionally within the wider education community. • Model exemplary professional practice consistent with Department of Education policy and College values. • Contribute to whole-school events and initiatives. • Undertake other duties as directed by the Principal. Position Overview The Leading Teacher ¿ Literacy and English leads: the College Literacy Strategic Plan, the English Faculty, whole-school literacy improvement initiatives, literacy intervention programs, English curriculum development (Years 7¿12), professional learning in literacy and English, literacy data analysis and improvement planning. The position has responsibility for the Literacy and English budget and works collaboratively with Learning Specialists, Faculty Coordinators and other teaching and learning leaders to ensure consistency of practice across the College. Key Responsibilities 1. Strategic Leadership The Literacy and English Leader will: • Lead the implementation, monitoring and evaluation of the College Literacy Strategic Plan. • Develop and monitor the annual English and Literacy Action Plan aligned to the School Strategic Plan and AIP. • Lead strategic improvement initiatives that strengthen literacy outcomes across the College. • Maintain current knowledge of literacy research and implement evidence-informed practices that improve student learning. • Promote collective efficacy and a culture of continuous improvement. 2. Curriculum Leadership Lead the design, implementation and continuous improvement of the English curriculum by: • ensuring a guaranteed and viable curriculum from Years 7¿12 • overseeing curriculum documentation including Scope and Sequence, unit plans, assessment tasks and rubrics • ensuring curriculum alignment with the Victorian Curriculum, VCE and relevant Senior Secondary Certificate requirements • reviewing curriculum using student achievement data and teacher feedback • ensuring consistency of curriculum delivery across all year levels • overseeing English resources, texts and annual booklists • maintaining curriculum documentation on the College's digital platforms. 3. Literacy Improvement Provide whole-school leadership by: • embedding consistent literacy practices across all learning areas • supporting faculties to implement agreed literacy strategies • leading literacy intervention • overseeing the EAL program to ensure effective support and measurable student growth • identifying and responding to emerging literacy needs through targeted interventions • promoting student reading, writing and communication across the College. 4. Instructional Leadership Develop teacher capability through: • coaching and mentoring teachers using evidence-informed instructional practices • supporting Learning Specialists to strengthen classroom practice • modelling exemplary literacy instruction • facilitating collaborative planning and moderation • leading professional learning aligned to College priorities • supporting teachers to implement High Impact Teaching Strategies, AVID and Demonstration School practices • building teacher expertise in explicit literacy instruction. 5. Assessment and Data Lead the effective use of assessment by: • analysing NAPLAN, PAT Reading, VCE, school-based assessment and other relevant data • supporting staff to use assessment evidence to improve teaching practice • monitoring student growth and identifying students requiring extension or intervention • leading moderation processes to improve consistency of teacher judgement • working collaboratively with curriculum, assessment and data leaders to strengthen reporting and monitoring systems. 6. Building Professional Capacity Lead professional growth by: • facilitating PLC inquiry cycles for English teachers • identifying professional learning priorities • coordinating internal and external professional learning opportunities • mentoring graduate and early career teachers • participating in recruitment and selection processes • supporting Performance and Development processes through coaching and feedback. 7. Student Engagement and Excellence Promote high levels of student achievement by: • celebrating student success in literacy and English • increasing opportunities for student voice, agency and leadership • promoting participation in competitions, enrichment programs and public events • supporting students to set challenging learning goals • fostering high expectations for all learners. 8. Leadership and Team Development Build leadership capacity by: • leading the English Faculty and Literacy Leadership Team • supporting Faculty Coordinators, Learning Specialists and Literacy Leaders • managing the English assistants (Nano Leaders) • ensuring compliance with College policies and procedures • fostering collaborative, high-performing teams committed to continuous improvement. 9. Community Partnerships Strengthen community engagement by: • representing the College within professional networks • building partnerships with schools, universities and community organisations • coordinating external literacy partnerships and coaching initiatives • promoting the College's literacy achievements within the wider community. Key Accountabilities Success in this role will be demonstrated through: • measurable improvement in literacy outcomes across the College • improved English achievement and student growth • increased teacher capability through coaching and professional learning • consistent implementation of agreed literacy instructional practices • effective use of student achievement data to inform teaching • high-quality curriculum documentation across Years 7¿12 • successful implementation of literacy intervention programs • increased collective efficacy within the English Faculty • positive student engagement and participation in literacy initiatives • effective implementation of the English and Literacy Action Plan. Leadership Capabilities The successful Leading Teacher will demonstrate: • Strategic leadership • Instructional leadership • Deep curriculum and assessment expertise • Excellence in literacy pedagogy • Data literacy and evidence-informed decision making • Coaching and mentoring capability • Strong communication and relationship-building skills • High levels of organisation and project management • Commitment to equity, inclusion and continuous improvement • Capacity to inspire staff and students to achieve excellence. 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 service. 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 (see Workplace adjustment guidelines ). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] 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. 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy 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: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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 2024, 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 2016 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 .