Leading Teacher Range 3

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 28/01/2025 - 28/01/2028

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1431753

**Location Profile**:
Wantirna College is a single campus Year 7-12 School of approximately 1490 students, situated in the eastern suburbs of Melbourne, about 25 kilometres from the city centre. The College was founded in 1980 and consists of a core of well-maintained brick buildings, with additional portable buildings, in an attractive garden setting spread throughout the spacious grounds with panoramic views of the Dandenong Ranges. The College facilities include a new state of the art theatre, university style cafeteria, new and refurbished buildings that incorporate flexible open learning spaces as well as landscaped courtyards.

Wantirna College draws students from both local and surrounding primary schools. Demand for places at the College has been consistently strong and as part of the enrolment strategy there is a Department of Education and Training approved enrolment ceiling of 1500 students. Most of our students walk to school or are transported by their parents or buses.

The school family occupations index (SFO) is 0.35 and has remained fairly consistent over the last four years. The Language Background Other than English (LBOTE) proportion is 0.13 and again has been consistent over a large number of years. The College also has an international student program. This program takes approximately 20 overseas fee paying students largely from China and Vietnam.

Our EFT (effective fulltime teachers) is approximately 111 teachers. There is a Principal Team of 5 (one Principal and four Assistant Principals) and 72 non-teaching staff who provide support to both the teaching staff and students. This support covers Administration, Library, Science, Integration, Learning Support, Quick smart, Food Technology, Facilities, Gardening, School Nurses and ICT.

We operate two sub schools, the Middle School 7-8 and Senior School 9-12. Each sub school has its own administration, overseen by an Assistant Principal and Leaders of Sub school and operates within its own pedagogical guidelines. There is a strong and consistent whole school approach to welfare and discipline with an emphasis on emotional intelligence.

The Wellbeing Team at the College is well supported through a range of Education Support Staff, including 1.5 Mental Health Practitioners, two Student Wellbeing Social Workers, two First Aid Officers, along with several placement students undertaking social worker work experience. The team support and run a number of key areas within the school including breakfast club, targeted student wellbeing interventions, counselling services for students and liaising with external services including DFS, Orange Door and Navigator, to ensure our students receive the best possible support to be successful.

**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**:
The Leader Middle School
- Transitions, Learning and Improvement will be responsible for the effective and efficient leadership of student transition and connectedness in the Middle School. They will implement targeted programs and initiatives that build student resilience and develop the necessary skills, knowledge and understanding in students that enable them to engage with their learning and successfully navigate the transition process through the Middle Years. They will actively promote the concept of shifting the conversation from student behaviour to student learning.

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