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.
SC6 Demonstrated capacity to lead a year level team in building a safe, connected and inclusive learning environment through the consistent implementation of the college's Multi-Tiered System of Support (MTSS), Positive Classroom Management Strategies (PCMS) and the proactive use of attendance and engagement data to design and lead targeted interventions.
Classification: Leading Teacher
Tenure: 3 Years
Time Fraction: 1.0 FTE
Reports To: Assistant Principal - Engagement & Wellbeing
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 Year Level Leader (YLL) leads all aspects of student engagement, behaviour, attendance, and wellbeing for a designated year level (10, 11 or 12). The YLL works collaboratively with the Assistant Principal - Engagement & Wellbeing and the broader Engagement & Wellbeing Team to support student success and connectedness through strong systems, restorative practices, and clear expectations.
This role involves leading a team of Year Level Coordinators and House Assistants to ensure a consistent and proactive approach to student support within their cohort. The YLL plays a key role in implementing the school's MTSS framework, strengthening tiered engagement interventions and behaviour support strategies. The role also supports the implementation of the Positive Classroom Management Strategies (PCMS) initiative across classrooms.
Year Level Leaders will work in close partnership with classroom teachers, the Wellbeing Team, and the College Leadership Team to ensure student growth, accountability, and success.
The College's 2025-2029 School Strategic Plan (SSP) sets out two core goals:
This position supports these goals, particularly the implementation of Key Improvement Strategies related to:
MTSS (Multi-Tiered System of Support) - strengthening schoolwide engagement and behaviour support structures
Attendance - improving student attendance through data-informed intervention, monitoring, and accountability systems
Key ResponsibilitiesLeadership of Year Level Engagement & Wellbeing
Provide day-to-day leadership of a year level team, including oversight of all student behaviour, attendance, and engagement matters.
Lead regular Year Level Team meetings to track data, review trends, and plan interventions.
Develop and maintain consistent processes for supporting student wellbeing, including proactive engagement and early intervention.
Oversee the development of Student Support Plans, Behaviour Support Plans, and Re-engagement Plans in collaboration with key staff.
Attendance Leadership
Monitor individual and cohort attendance data for the year level.
Identify trends and patterns in attendance and punctuality.
Lead early intervention strategies and coordinate parent/student engagement where attendance is of concern.
Liaise with the Attendance Officer, Wellbeing Team, and Engagement Team to coordinate whole-school and targeted responses.
Ensure DET attendance guidelines and college policies are followed and documented consistently.
Positive Behaviour Support (MTSS Tiered Responses)
Embed tiered responses to behaviour aligned with the college¿s MTSS framework:
Tier 1: Whole-school preventative structures (e.g. routines, expectations, recognition)
Tier 2: Targeted group supports (e.g. restorative conversations, check-ins)
Tier 3: Intensive support and external partnerships
Lead consistent implementation of PCMS across classes in the year level.
Support staff to respond to incidents using restorative practices and relationship-based approaches.
Coordinate follow-up and documentation of behaviour incidents, ensuring students receive appropriate consequences and support.
Student Support & Pastoral Care
Promote and maintain a safe, respectful, and inclusive school culture for all students.
Lead Year Level Assemblies, Year Level specific celebration events (such as Year Level Formal), and recognition systems to promote identity, engagement, and success. Provide support to Whole School celebration and award events.
Support the delivery of the Additional Curriculum (including Respectful Relationships, mental health programs, values education, and social-emotional learning) through the Home Group program.
Use student data (including EAL status, equity funding, background, gender, etc.) to design and implement targeted initiatives to support engagement and wellbeing.
Team Coordination
Lead and support Year Level Coordinators and House Assistants within the year level.
Model and reinforce high expectations for communication, follow-up, and collaboration.
Ensure alignment and consistency in processes across all members of the year level team.
Collaborate with other Year Level Leaders to ensure whole-school consistency in engagement, attendance, and wellbeing systems.
Community Engagement & Communication
Maintain effective communication with families and carers regarding student progress, concerns, and celebrations.
Support parent engagement through phone calls, meetings, and targeted communication strategies.
Participate in student support meetings, SSGs, and case management as required.
Support transition and orientation processes relevant to the year level (e.g. enrolment, subject selection, VCE orientation, post-school pathways).
General Responsibilities
Support the implementation of the SSP and AIP priorities through year level programs and structures.
Work collaboratively with the AP3 - Engagement & Wellbeing and the broader College Leadership Team.
Uphold and promote the school values of Integrity, Innovation, and Focus.
Maintain professional and confidential records relating to student support, behaviour, and attendance.
Participate in key college events including information nights, awards evenings, and parent-teacher conferences.
Support the development of schoolwide expectations and shared staff understanding through modelling and communication.
Engage in ongoing professional learning aligned with the role¿s focus areas.
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes.
Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth.
Model use of the College Teaching & Learning Framework (GANAG) and School-Wide Positive Classroom Management Strategies (PCMS) and support other staff to build their capacity in the use of these.
Undertaking and conducting performance and development reviews, as per DET and school protocols
Promote and embed the Child Safe Standards and comply with other Departmental policy 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.
