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 2026 we expect to have approximately 850 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 `House' 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 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 2026 the College staffing profile will consist of a College Principal, 6 Assistant Principals, 8 Leading Teachers, 4 Learning Specialists, Business Manager, 52 EFT Teaching Staff, and 33 EFT Education Support Staff.
KSC1 - Demonstrated ability to support the general wellbeing of students and the school community.
KSC2 - Demonstrated experience in delivering care through various health, counselling, wellbeing and therapeutic services to a school.
KSC3 - Ability to support the College community to identify and develop educational, social and emotional programs to support students.
KSC4 - Highly developed communication and interpersonal skills, with the proven ability to work collaboratively within a multidisciplinary team, as well as liaise effectively with a wide range of providers in the wider community.
KSC5 - Demonstrated commitment to professional learning and growth.
KSC6 - Demonstrated understanding of Department of Education policies and procedures specific to Child Safe Standards, Mandatory Reporting and Information Sharing.
Working within the framework of the School Strategic Plan and the Annual Implementation Plan, the Student Wellbeing Officer will work within a multidisciplinary team to deliver care through various health, counselling, wellbeing and therapeutic services within the College.
Operating under the coordination of the Student Wellbeing Leader and as part of the Wellbeing Team at the College, the Student Wellbeing Officer will:
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Work collaboratively with the Student Wellbeing Leader (SWL), the Wellbeing Team and House Leaders, to ensure that student needs are met with appropriate intervention in a timely manner.
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Participating in all team meetings with regards to referral discussions and sharing best practice.
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Receive and act on referrals
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Be adept at counselling support for students and case management
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Developing meaningful case plans and goal setting with students
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Effective crisis management, when needed
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Keep relevant, professional and up-to-date case notes on identified students in order to monitor progress and develop robust support plans
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Advocate for students were appropriate and facilitate further external referrals ¿ acting as a conduit between the young person and the services they wish/need to access
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Following College Wellbeing protocol and procedures
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Manage complex cases including undertaking advanced interventions that may require cross-profession or agency collaboration.
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Collaborate with the student, teachers, care givers and other relevant services, including the use of interventions such as Behaviour Support Plans, Re-engagement Plans, Safety Plans and group-based interventions.
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Liaise with families, carers and workers regarding the students wellbeing needs, involving:
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Phone contact
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Parent meetings
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Attending care team meetings and other professional networks to support the student
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Develop and implement targeted group interventions (including therapeutic interventions) to identified students
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Promote and facilitate pro-social activities and services, both within the school and in partnership with wider community agencies and support services, including:
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Lunchtime activities
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Celebration days/events
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Information sessions
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Assembly presentations
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Design and deliver small group programs to create happier, healthier and more resilient students
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Establish effective relationships with students, acting as a role model and responding to the needs of each individual child with empathy and consistency
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Support teachers to understand and respond to student wellbeing needs
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Act as resource for teachers to build their capacity in the identification and development of educational, social and emotional supports to assist students who are vulnerable or have additional needs
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Support student/staff requests for assistance in the application of reasonable adjustments and modifications
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Attend school excursions and camps as required
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Act in accordance with DE Child Safe Standards, including Mandatory Reporting legislation.
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Perform other duties appropriate to the classification, at the Principals discretion
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of 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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
