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:
- Strong collegial relationships and a shared commitment to improvement
- High-quality professional learning and instructional coaching
- Clear, consistent teaching and behaviour frameworks
- A focus on staff wellbeing and work-life balance
- 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
- We value our learning.
- We are an inclusive school community.
- We are proud of ourselves, each other and the school.
- 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 inclusive practices and wellbeing and learning outcomes for students.
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 Ben Toyne, Director of Wellbeing, Engagement and Inclusion on 0433 472 121.
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.
Sub School: Year 7-9
Primary Focus: To lead the modelling of exemplary wellbeing, engagement, and inclusion (WEI) practices for all students within a specific House. This role acts as a driver for high-quality learning environments by strengthening preventative, proactive, and responsive wellbeing systems¿such as SWPBS, to improve student engagement, safety, connectedness and belonging.
. Wellbeing, Inclusion & Engagement Leadership
- Model Exemplary Practice: Demonstrate high-level expertise in teaching, learning, and inclusive practices through an "open-door" classroom culture that showcases behaviour prevention, de-escalation, and inclusive adjustments.
- House-Wide Strategy: Lead and model whole-school WEI priorities within the House, including SWPBS Tier 1 strategies, attendance improvement, and the cultivation of a restorative culture.
- Student Support: Oversee the general and specific areas of advocacy for students, ensuring each is supported to develop a sense of identity and personal worth within the College community.
- Data-Informed Leadership: Use House-specific data (e.g., Compass, Pulse, House Points, ATOSS, behaviour trends) to inform teaching practices, targeted interventions, and student groupings.
2. House Management & Culture
- House Spirit & Events: Coordinate, in conjunction with other members of the administration and leadership team, House-specific events, programs, and competitions to develop a sense of belonging and maximum participation.
- Student Leadership: Organise student leadership selection for the House and assist with management and training processes.
- House Assemblies: Conduct regular House assemblies in conjunction with student leaders to acknowledge achievement and reinforce expected behaviours.
- Daily Operations: Oversee the reinforcement of student behaviour standards, the correct wearing of the College uniform, and the monitoring of late arrivals or absenteeism within the House.
3. Team Leadership & Capacity Building
- Lead House Administration Staff and House Mentors: Provide support, guidance, and capacity building for administration staff and house mentors to enhance House spirit and student connectedness.
- PLT Leadership: Lead weekly Professional Learning Team (PLT) and Improvement Cycle meetings utilising the FISO 2.0 framework with a specific WEI focus.
- Instructional Coaching: Conduct regular classroom observations and provide actionable, evidence-based coaching to House staff in line with the Instructional Coaching Model.
- Mentoring: Induct and mentor new staff within the House, helping them master subject-specific instruction and wellbeing systems.
4. Inclusion, Adjustments & Data Analysis
- Inclusive Practice Support: Assist teachers in designing learning environments that incorporate reasonable adjustments for diverse learners.
- Specialist Liaison: Liaise with internal and external Allied Health services and other staff to coordinate integrated case management and follow-up for students with additional needs.
- Compliance: Ensure staff maintain accurate documentation, including Individual Education Plans (IEPs), behaviour plans, Compass chronicles.
5. Behaviour Support & Communication
- Behaviours of Concern Support: Assist staff in responding to situations of behaviours of concerns ensuring response to this is in line with College protocols.
- Case Conferencing: Facilitate Student Support Group (SSG) meetings and behaviour support plan reviews for at-risk learners within the House.
- Family Engagement: Monitor and support the quality of communication between staff and families, including proactive engagement, incident follow-up, and celebrations.
- Feedback: Maintain the capacity to initiate feedback with staff, families and students.
6. Administrative & Professional Duties
- Reporting: Report to the Assistant Principal/s and participate in leadership meetings to contribute to whole school improvement.
- Child Safety: Comply with and proactively monitor all child-safe policies and codes of conduct to provide students with a safe environment.
- Professional Learning: Commit to ongoing learning in instructional leadership, student wellbeing, and evolving ICT technologies.
- Teaching Allotment: Undertake a teaching allotment and other duties as negotiated with the Principal.
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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.
