Year 7 Year Level Leader

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 Year 7 Year Level Leader provides strategic leadership for the successful transition of students into Wyndham Central College, ensuring every student experiences a positive, supportive and academically challenging start to secondary school. Working collaboratively with the Principal Class, Assistant Principal ¿ Year 7, Learning Specialists, Middle Years sub-school, Tutor Teachers, Student Services and feeder primary schools, the Year 7 Level Leader leads a comprehensive transition program that builds strong relationships, establishes high expectations and promotes student wellbeing, engagement and achievement. The Year 7 Year Level Leader plays a pivotal role in developing a culture where every student is known, valued and challenged. Through the consistent implementation of the College's instructional model, AVID methodologies, School-Wide Positive Behaviour Support (SWPBS), and evidence-informed practices, the role fosters student agency, organisation, academic confidence and a strong sense of belonging. As a member of the College Leadership Team, the Year 7 Level Leader contributes to the implementation of the School Strategic Plan and Annual Implementation Plan by leading continuous improvement in student learning, engagement, attendance and wellbeing. Key Responsibilities 1. Transition Leadership Lead a comprehensive transition program that ensures students successfully move from primary to secondary education by: • developing, implementing and evaluating the College's Year 7 Transition Program • establishing strong partnerships with feeder primary schools • coordinating transition visits, orientation activities and parent information programs • gathering and analysing transition information to ensure continuity of learning and wellbeing support • supporting students and families before, during and after transition • monitoring student adjustment and implementing targeted supports where required • evaluating transition programs using student, parent and staff feedback to inform continuous improvement. 2. Building a Culture of High Expectations Lead the establishment of a positive Year 7 culture where students understand and embrace the College's expectations for learning, behaviour and personal growth by: • promoting the College values and learner dispositions • establishing consistent expectations for attendance, punctuality, organisation and learning behaviours • embedding AVID organisational systems including binders, planners, focused note taking (Cornell Notes), inquiry and collaboration • promoting student responsibility, independence and academic resilience • recognising and celebrating student achievement, effort and growth • supporting Tutor Teachers to consistently reinforce College expectations • fostering a culture where every student believes they can achieve success. 3. Student Learning and Achievement Improve learning outcomes through evidence-informed leadership by: • monitoring academic progress using NAPLAN, PAT, Victorian Curriculum and College assessment data • leading targeted interventions for students requiring additional academic support • supporting Tutor Teachers to monitor learning progress and establish individual learning goals • promoting high expectations for literacy, numeracy and academic growth • working collaboratively with Learning Specialists and curriculum leaders to improve student outcomes • using achievement and engagement data to inform cohort improvement strategies. 4. Student Wellbeing, Engagement and Inclusion Lead a proactive approach to student wellbeing by: • overseeing the wellbeing and engagement of the Year 7 cohort • supporting Tutor Teachers in delivering an effective pastoral care program • implementing School-Wide Positive Behaviour Support (SWPBS) and restorative practices • promoting student voice, agency and leadership opportunities • coordinating case management for students requiring additional support • working collaboratively with Student Services, Inclusion staff and external agencies • monitoring attendance, behaviour and engagement data and implementing appropriate interventions • fostering a safe, respectful and inclusive learning environment. 5. Leadership of the Year 7 Team Provide instructional and organisational leadership by: • leading the Year 7 Tutor Teacher Team (learning neighbourhood) • facilitating regular Year Level collaboration focused on student learning, wellbeing and continuous improvement • coaching and mentoring Tutor Teachers • supporting staff to implement AVID instructional practices consistently • building collective efficacy through collaborative planning and professional dialogue • ensuring consistent implementation of College policies and procedures. 6. Student Voice and Agency Develop confident, independent learners by: • promoting authentic opportunities for student leadership • supporting students to set learning and personal goals • embedding reflection and self-assessment within the pastoral program • encouraging participation in College clubs, leadership opportunities and extracurricular activities • fostering a strong sense of belonging and school pride. 7. Attendance and Family Partnerships Develop strong partnerships with families by: • monitoring attendance and implementing attendance improvement strategies • maintaining proactive communication with parents and carers • coordinating parent information sessions throughout Year 7 • supporting families to engage positively with College programs and expectations • working collaboratively with parents to address academic, behavioural or wellbeing concerns. 8. Continuous Improvement Lead evidence-informed improvement by: • analysing achievement, attendance, engagement and wellbeing data • monitoring Attitudes to School Survey results • evaluating Year 7 initiatives • contributing to the College's School Strategic Plan and Annual Implementation Plan • leading improvement projects aligned with Middle Years priorities. Key Accountabilities Success in this role will be demonstrated through: • successful transition of students into Year 7 • improved student attendance and engagement • increased student connectedness and belonging • improved literacy and numeracy growth • strong implementation of AVID organisational and instructional practices • improved Attitudes to School Survey outcomes • reduced behavioural incidents through consistent SWPBS implementation • positive parent satisfaction with transition and communication • high levels of participation in Year 7 programs and College activities • a culture of high expectations, student agency and academic excellence across the Year 7 cohort. 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 .