SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrated high level ability to lead, model and coach staff in the implementation of VTLM 2.0 and Positive Classroom Management Strategies (PCMS) to build consistant, evidence-based teaching practice and improve student learning outcomes across the college.
Classification: Learning Specialist
Tenure: 3 Years
Time Fraction: 1.0 FTE
Reports To: Assistant Principal - Staff Development
Tarneit Senior College provides our students with the opportunity to learn and work in an adult environment with high expectations for all. Students are encouraged to think, reflect and develop into successful learners so that they may take their place in society as informed, responsible, and active members of the community.
Our Purpose: Tarneit Senior College is an environment where we collaboratively challenge and pursue learning through:
Integrity - Being honest, ethical, and transparent
Innovation - Applying knowledge and skills in new and creative ways
Focus - Pursuing your chosen pathways and goals
Role Context
The Learning Specialist ¿ Coaching & Mentoring is a highly skilled classroom practitioner who models excellence in teaching and builds teacher capacity through coaching, mentoring, demonstration lessons and actionable feedback in line with DE expectations for Learning Specialists. The role drives implementation of VTLM 2.0 (clear learning intentions/success criteria, explicit teaching, feedback, metacognition, differentiated support) and aligns classroom practice with High Impact Teaching Strategies (HITS). It partners across portfolios to embed PCMS routines as Tier 1 practice and to support MTSS Tier 2 coaching, so instruction is consistent, inclusive and evidence-based.
This role contributes directly to SSP Goal 1 (maximise learning outcomes) via KIS 1.a/1.b/1.c and supports Goal 2 (engagement/connectedness) by strengthening predictable, high-quality classroom environments (PCMS) and teacher practice.
Key Responsibilities
1. Coaching, Mentoring & Demonstration Practice
Provide demonstration lessons, in-class coaching, and observation¿feedback cycles that model VTLM 2.0 - aligned explicit teaching, worked examples, checks for understanding, and responsive adjustments (HITS).
Maintain a regular coaching cadence (pre-brief - co-design - in-class support - evidence-based debrief) aligned to portfolio priorities and KIS 1.c.
Showcase PCMS routines (predictable openings/closings, explicit behavioural expectations, regulation/repair, positive reinforcement) as Tier 1 practice; support staff to integrate PCMS with VTLM 2.0.
2. Building Teacher Capacity through PLCs & Professional Learning
Support PLCs to use evidence (formative/summative data, moderation samples, walkthrough trends) to plan, teach, assess and refine instruction; build assessment literacy and feedback practices that lift learning growth.
Design and deliver targeted PL (short cycles and term programs) on VTLM 2.0, HITS, differentiation and scaffolding, in partnership with other Learning Specialists and Principal Team.
Support Performance & Development goals and reviews with clear measures of impact on student learning and teacher practice.
3. Instructional Model, Inclusion & PCMS (Tier 1 & Tier 2)
Embed VTLM 2.0 elements in lesson design; align with agreed school-wide non-negotiables (e.g., GANAG/explicit teaching sequences).
Work with AP1 - Inclusive Practices to translate adjustments, UDL principles and MTSS Tier 1/2 strategies into practical classroom routines and resources.
Partner with AP3 - Engagement & Attendance to implement PCMS and classroom environment expectations, reducing low-level disruption and increasing time on task.
4. Data-Informed Practice & Impact Monitoring
Model use of learning data (common assessment tasks, rubrics, formative checks) and walkthrough evidence to target coaching and evaluate impact on learning growth
Share trends and impact snapshots with leaders and teams; inform AIP actions and next-step coaching priorities.
5. School Priority Portfolio - College-wide Capacity Building
Lead an additional school priority portfolio (assigned annually by the Principal Team) that builds staff capacity in a key improvement area aligned to an SSP Goal, KIS, Target or school initiative (e.g., VTLM 2.0 element such as explicit teaching/feedback; PCMS Tier 1 routines; VIT & Induction; demonstration lesson program; classroom data & formative assessment; moderation and feedback).
Co-design a concise implementation plan (scope/sequence of PL and coaching supports; classroom artefacts/templates; tools; success indicators for teacher practice and student outcomes) with relevant portfolio leads; map milestones to the college calendar.
Facilitate staff learning, provide artefacts, monitor fidelity of implementation, and report termly progress to leadership.
Ensure the portfolio complements, not replaces, ongoing coaching & mentoring, and integrates with MTSS Tier 1/2 and cross-portfolio priorities.
6. Professional Standards, Guidance & Compliance
Act consistently with DE Learning Specialist guidance: remain a classroom-based expert teacher (majority time teaching) while modelling practice and leading coaching/mentoring that improves workforce capability.
Uphold Child Safe Standards, College policies, and DE requirements for instructional practice, assessment and reporting.
General Responsibilities
Support the implementation of the SSP and AIP priorities through coaching, mentoring and classroom practice aligned to VTLM 2.0 and PCMS.
Work collaboratively with the broader College Leadership Team to ensure coherent, school-wide implementation.
Uphold and promote the school values of Integrity, Innovation and Focus.
Maintain professional and confidential records relevant to the role (e.g., coaching plans, observation notes, feedback artefacts, PL participation, and student learning evidence gathered for coaching purposes).
Participate in key college events (information nights, awards evenings, parent¿teacher conferences) and contribute where these intersect with teaching, learning, engagement and transitions priorities.
Support the development of schoolwide expectations and shared staff understanding by modelling VTLM 2.0 non-negotiables and PCMS Tier-1 routines, providing clear communication and on-the-job coaching.
Engage in ongoing professional learning aligned with the role¿s focus areas and maintain status as an expert classroom practitioner (teaching allocation maintained in line with LS expectations).
Contribute to the overall leadership and management of the school with a whole-school focus on improving student learning outcomes.
Demonstrate an active commitment to Leadership Teams and a strong commitment to personal leadership growth.
Model the College instructional and engagement frameworks (VTLM 2.0, Student Engagement Model, SWPBS) and build staff capacity in their effective use.
Participate in performance and development processes and provide evidence-based feedback that supports colleagues¿ growth, in line with DET and school protocols (without line-management responsibility).
Promote and embed the Child Safe Standards and comply with Departmental policies and requirements.
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.
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.
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
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
- 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
- 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
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.
Tarneit Senior College - `Integrity, Innovation & Focus'
Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College, Truganina P-9 College and Doherty's Creek P-9. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next 5 - 10 years of families moving into the area. In 2027 we expect to have approximately 880 students enrolled, and the projected enrolments is for the school to stabilise around this number in the next few years.
As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways, and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural, and academic needs of our students in order to develop their full potential. Through a caring and safe Year Level structure individual students are encouraged to think, reflect, and develop into successful learners so that they can take their place in society as informed, responsible, and active members of the community of Tarneit and beyond.
Tarneit Senior College is defined by:
- A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development.
- Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students.
- The participation of staff in professional learning communities focussed on subject expertise and high-level understanding of students.
- Shared educational responsibility between parents, staff, and students.
- Effective channels of communication that promote trust, positive interactions, and strong links with the wider community.
Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies including VTLM 2.0 and PCMS and a collaborative approach to developing our staff.
We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.
The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it's many co-curricular activities.
In 2027 the College staffing profile will consist of a College Principal, 6 Assistant Principals, 8 Leading Teachers, 4 Learning Specialists, Business Manager, 63 EFT Teaching Staff, and 40 EFT Education Support Staff.
