Outstanding opportunity to work at Tarneit P¿9 College
Tarneit P¿9 College is a large, co-educational school located in one of Victoria¿s fastest-growing and most culturally diverse communities, approximately 25km from Melbourne¿s CBD. Opened in 2013, the college has experienced significant growth and currently serves around 1,820 students from Foundation to Year 9.
Our college reflects the rich diversity of the Tarneit community and is committed to providing an inclusive, high-quality education where every student is supported to achieve their best. We are seeking enthusiastic, reflective, inclusive educators who are passionate about teaching and learning, value collaboration, and are committed to high expectations and student wellbeing.
Teaching and learning at Tarneit P¿9 College is underpinned by a clear instructional model and an evidence-based approach, with a strong focus on High Impact Teaching Strategies, effective use of data, and consistent feedback and instructional coaching. Professional Learning Communities are central to our practice, supporting collective responsibility, professional growth, and continuous improvement.
Our contemporary learning environments include a range of general and specialist facilities designed to support collaboration, explicit instruction, and flexible learning. Student wellbeing and inclusion are embedded through whole-college approaches such as School-Wide Positive Behaviour Support, Behaviour Matrix, Respectful Relationships, and our House Model, which strengthens belonging, student voice, and engagement.
Why work at Tarneit P¿9 College?
Tarneit P¿9 College offers a supportive and collaborative professional culture where staff are valued, supported, and encouraged to grow. Staff benefit from:
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Strong collegial relationships and a shared commitment to improvement
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High-quality professional learning and instructional coaching
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Clear, consistent teaching and behaviour frameworks
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A focus on staff wellbeing and work-life balance
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The opportunity to make a meaningful impact in a diverse and dynamic community
Staff work together to ensure every student is known, valued, and challenged, while also fostering a workplace built on trust, respect, and shared purpose.
Vision
Our vision is for every student from Prep to Year 9, to have high aspirations, excel and reach their best. With supportive surroundings and challenging academics, we foster confident, resilient and compassionate individuals prepared to make a positive difference in the future.
Values
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We value our learning.
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We are an inclusive school community.
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We are proud of ourselves, each other and the school.
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We act and are responsible.
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 Demonstrate capacity to lead teams to work collaboratively to improve outcomes in Mathematics and Science for students, including the capacity to instructionally coach individual staff members to improve teaching practice.
Please provide your response to the criteria and your Resume/CV with 3 referees with contact details.
If you would like more information about the roles at our college, please contact Sneza Vasilevski, Director of Teaching, Curriculum, Assessment and Learning (TALC) on 0412 442 213.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Reporting to: Director of Teaching, Assessment, Learning and Curriculum and Assistant Principal in Year 7-9 sub school.
Primary Objective: To act as a member of the Heads of Curriculum Team and drive instructional excellence within the Mathematics and Science teams, leading to improvement in student achievement and growth across Mathematics and Science disciplines.
1. Instructional Leadership & Exemplary Practice
Focus: Demonstrating high-quality teaching in Mathematics and Science and cultivating an `open classroom¿ culture where practice is transparent and exemplary.
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Model Exemplary Practice: Maintain outstanding classroom practice and a deep understanding of curriculum and pedagogy while teaching Mathematics and Science subjects to Year 10 level.
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Instructional Excellence: Demonstrate strict adherence to evidence-based instructional practices and stay abreast of current trends and thinking in education to model best-practice teaching and learning.
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Open Classroom Culture: Maintain a classroom environment that welcomes observation by colleagues to witness instructional routines and best practices in action.
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Data-Informed Teaching: Model the exemplary use of student data to inform differentiated curriculum delivery and targeted instruction.
2. Team Leadership & Team Management
Focus: Managing team dynamics, driving accountability, and setting clear goals for the Mathematics and Science teams.
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Lead Team Development: Lead and develop members of the Mathematics and Science teaching teams, creating a collaborative culture where staff understand and adhere to team norms.
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Operational Planning: Meet with leadership to forward-plan team agendas, analyse cohort data, and create strategic termly overviews that align with school-wide improvement strategies.
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Goal Setting: Create clarity around goals and priorities for team members by setting clearly defined objectives and planning activities well in advance.
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Performance Leadership: Lead the Performance Management Review of all staff within the Mathematics and Science teams to ensure professional accountability.
3. Curriculum, Assessment & Data Analysis
Focus: Ensuring rigour, consistency, and compliance in documentation, assessments, and reporting.
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Curriculum Monitoring: Monitor the delivery of the curriculum to ensure its relevance and maintain cognisance of changes in the Victorian Curriculum 2.0.
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Data Leadership: Lead the implementation and evaluation of cohort assessment data¿including, NAPLAN and PAT testing, and other assessments¿to devise strategies for student improvement.
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Assessment Oversight: Lead all examinations, assessments, and reporting within the Mathematics and Science teams, ensuring strict adherence to schedules and planning requirements.
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Resource Management: Oversee the selection and organisation of high-quality, research-aligned teaching materials, coordinate book lists, and manage the curriculum teams¿ budget.
4. Mentoring, Coaching & Capacity Building
Focus: Building the pedagogical capacity and subject-specific expertise of Mathematics and Science teachers.
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Mentorship: Provide leadership and mentorship to all staff in the Mathematics and Science teams, fostering long-term professional growth and deepening subject-specific instructional mastery.
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Capacity Building: Identify and recommend suitable professional development (PD) opportunities for staff and assist with processes required for new teacher registrations.
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Instructional Coaching: Conduct classroom observations and provide actionable, evidence-based feedback to enhance daily instructional practices.
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Sharing Expertise: Continually develop job knowledge and share expertise and best practices with others to create opportunities for staff to contribute to the teams' professional expertise.
5. Wellbeing, Engagement & Communication
Focus: Leading student engagement through discipline-specific activities and supporting the wider school ethos.
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Co-Curricular Leadership: Oversee Debating and Public Speaking programs and contribute broadly to the school's co-curricular environment.
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Learning Support Liaison: Oversee learning support and special assessment arrangements in conjunction with the Coordinator of Learning Support to ensure adjustments for students with additional needs.
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Enrichment Oversight: Ensure excursions, incursions, and visiting performances are relevant, support student learning, and align with school policies.
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Ethos and Values: Be supportive of the ethos and values of the school and participate actively in the wider educational environment
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
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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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
