Applications close Sunday 15 June 2025 at 11.59PM
Overview
Overview
Work type: Full time Salary: Salary not specified Grade: Classroom Teacher Occupation: Teacher Location: Western Metropolitan Reference: 1478282
Location Profile
Tarneit P-9 College opened its doors in January 2013 with an initial enrolment of 331 students. Since then, we have experienced rapid growth in line with our local community, reaching a peak enrolment of 2,366 students in 2023. Our current enrolment for 2025 is approximately 2000 students. Our core mission is to provide exceptional and inclusive educational opportunities to children in the diverse and expanding Tarneit area.
We are committed to high academic standards and excellence in all areas of school life. Our aim is to empower students with the knowledge, skills, and personal qualities needed to pursue their aspirations and make meaningful contributions to their communities.
The leadership of Tarneit P-9 College is dedicated to building teacher capacity and professional excellence. We aim to ensure that every student receives a high-quality, challenging, and engaging learning experiences. By fostering a positive educational environment, we nurture a lifelong love of learning and equip students with the tools to become confident, resilient, and aspirational individuals.
In 2022, we introduced a `House Model¿ to enhance student connectedness and foster a strong sense of belonging. This model supports students in becoming active participants in their learning journey.
The Professional Learning Community (PLC) Model is a key framework at our college for developing teacher capability. Our priorities within the PLC model include:
* Building a culture where every staff member knows their students well and is accountable for their learning, growth, and wellbeing.
* Using student data to drive differentiated teacher development, ensuring all students make measurable and ambitious progress.
* Engaging both staff and students in constructive feedback processes to continuously improve teaching and learning.
* Establishing and maintaining high, shared expectations, supported through peer observation, reflection, and action on feedback.
During the previous strategic planning cycle, we implemented an instructional model, established clear processes to plan and implement high quality curriculum and strengthened collaborative practices. While these initiatives laid a strong foundation, we recognise the need for deeper embedding and further improvement in student outcomes.
Moving forward, we will continue to apply evidence-based teaching strategies, enhance the use of data to inform curriculum and instruction, and prioritise cognitive challenge through High Impact Teaching Strategies (HITS) and rich learning tasks. Our goal is to improve both student learning achievement and wellbeing.
Tarneit P-9 College also places a strong emphasis on student wellbeing and a positive school culture. Programs such as School-Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) are central to our approach. These initiatives are supported by a school-wide culture of positivity, proactivity, and mutual respect, where students, staff, and the wider community practice and model exemplary behaviour and foster a safe, inclusive learning environment.
We take pride in being an inclusive, innovative, and forward-thinking school. Our dedicated staff are our most valuable resource, and we are committed to recognising and supporting their contributions. Our Coaching, Wellbeing, and Principal Class teams work collaboratively to support staff and ensure optimal outcomes for all students.
Our teaching practices are guided by high-impact, research-based pedagogy. We maintain high expectations for student growth, aiming for more than one year¿s progress for every student across all subject areas. As a community of highly skilled educators, we encourage students to inquire, problem-solve, create, and apply their knowledge in meaningful ways.
At Tarneit P-9 College, we are proud of the rich educational experiences we provide, tailored to the needs and aspirations of our diverse and talented student community. Our school culture is grounded in the core values of Learning, Inclusiveness, Responsibility, and Pride. These values underpin everything we do and reflect our unwavering commitment to the success of every student.
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2.The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
* Direct teaching of groups of students and individual students;
* Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
* Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
* Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
* Undertaking other non-teaching supervisory duties.
Who May Apply
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
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:
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:
* 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.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Applications close Sunday 15 June 2025 at 11.59PM
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