AddressTarneit 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 and Truganina P-9 College. 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. The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2024 we have approximately 1087 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 its many co-curricular activities.
In 2024 the College staffing profile consists of a College Principal, 4 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 74 EFT Teaching Staff, Business Manager, and 32 EFT Education Support Staff.
For 2024 the College has prioritised the wellbeing of our staff. We had put in a range of supports to ensure that Teaching staff are supported in their every day work. These include:
- · Staff hours of 8.30am - 3.30pm for 4 days a week
- · Every Wednesday an early student finish at 1.50pm to facilitate Professional Learning and Collaborative time for all staff.
- · Every Wednesday has a Professional Learning focus with PLCs or Domain collaboration meetings.
SC1. Educational Leadership
- Outstanding capacity for visionary and exemplary educational leadership of a school or college.
- Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2. Financial Managerial and Administrative Ability
- Outstanding financial, organisational and resource management skills.
SC3. Planning, Policy and Program Development and Review
- Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality outcomes.
- Demonstrated ability to implement Department policies to a high level.
- An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
SC4. Leadership of Staff and Students
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
SC5. Interpersonal and Communication Skills
- Highly developed interpersonal and communication skills in individual, small group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
- An ability to work with parents and community to develop a strong learning environment.
SC6. School Specific Criteria
- Demonstrated capacity to utilise innovation and change to enhance opportunities for students and staff in leading curriculum and assessment development, implementation and delivery of VCE and Victorian Curriculum.
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 Assistant Principal - Curriculum Development reports directly to the Assistant Principal - Teaching and Learning and is responsible for implementation of priorities outlined in the School Strategic Plan and the Annual Implementation Plan.
The Assistant Principal - Curriculum Development will be responsible and accountable to the College Executive Team. This role sits within the College leadership structure and in conjunction with the function of the College Executive Team.
The Assistant Principal - Curriculum Development leads the Leading Teacher of Curriculum & Assessment and Leading Teacher of Applied Learning as well as Heads of Domain to oversee the development, implementation and review of the school¿s curriculum structure and programs, and assessment and reporting practices consistent with the College's Teaching and Learning Framework. The Assistant Principal - Curriculum Development will develop the leadership of the Leading Teacher - Curriculum & Assessment, Leading Teacher Applied Learning and Heads of Domain and build staff capacity to provide a coherent and strategic focus for professional learning and development of Victorian Curriculum, VCE (including Vocational Major) & VET teaching practice across the school.
The Assistant Principal - Curriculum Development monitors student learning outcomes by leading the analysis and school-wide sharing of all student learning data in relation to the goals and targets of the School Strategic Plan and Annual Implementation Plan.
The Assistant Principal - Curriculum Development will promote a culture of high expectations for students, staff and parents, and support this by taking a leading role in the implementation of school and Department of Education (DE) policies, including the Framework for Improving Student Outcomes (FISO 2.0).
The Assistant Principal - Curriculum Development reports to the Principal via the Assistant Principal of Teaching & Learning.
Curriculum
¿ Be a strategic driver of innovation in both the VCE (including VM) and Year 10 Victorian Curriculum (VC) Programs
¿ Be responsible for the overall implementation of appropriate curriculum and pedagogy for effective teaching and learning at VCE/VC for Years 10, 11 and 12
¿ Lead and manage the College At Risk Process
¿ In consultation with key stakeholders, review and modify college policies relevant to Ensure all quality assurance requirements are metVCAA compliance across VCE and oversee audits, breaches and special provisions
¿ Ensure that the school is compliant in a all VASS and VCAA requirements
¿ Lead the development of a guaranteed and viable curriculum to create and maintain authentic learning experiences for all students including the use of shared Google sites and drive.
¿ Build the capacity of staff to develop a differentiated curriculum across VCE and VC to meet student needs
¿ Develop and implement appropriate policies, practices and processes across the school with regards to the VCE & VC programs
¿ Ensure all quality assurance requirements are met
Practice
¿ To lead and manage all internal and VCAA examinations
¿ Model high-quality, innovative curriculum design and pedagogical practices and support others to do the same
¿ Model exemplary professional learning practice through seeking feedback from other teachers and leaders
¿ Develop Professional Learning programs in conjunction with the Principal Class to build staff capacity in the use of High Impact Teaching Strategies (HITS) and High Impact Engagement Strategies (HIES) to improve learning outcomes for students
¿ Lead a Professional Learning Team as a data champion
¿ Develop a whole-school approach in the use of differentiation to challenge students at the appropriate level of learning
¿ Lead Leadership Teams and develop whole-school approaches for staff to interpret various data sources to evaluate effectiveness of programs and impact on student learning
¿ To provide evidence based feedback to teaching staff to inform their effectiveness and development through mentoring staff as part of the school¿s coaching model
¿ Develop policies and communication methods to ensure that Curriculum and Assessment is positively and proactively promoted to all key stakeholders at all information sessions, whole school events and regularly to the wider community
¿ Regularly visit classes in all Domains to observe teaching practice and student learning behaviours
¿ Review and apply current research and the Department of Education priorities, policies, guidelines and resources.
¿ Share extensive knowledge of Curriculum, Assessment and Reporting Professional Development opportunities
¿ Work in close collaboration with other leadership teams as required
¿ Other duties as outlined by the Principal
General Responsibilities
¿ Represent the College at Information Evenings, and other College events.
¿ Review the performance of a group of staff as part of the P & D process.
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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 (see Workplace 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 *******@education.vic.gov.au
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
EXPECTED HOURS OF DUTY
The hours of work for Assistant Principals will be in accordance with the Teaching Award. There is an expectation that Assistant Principals will attend meetings and public events scheduled after school and in the evening on occasions throughout the year.
This Assistant Principal position will have a class load of 2 classes for 2024 and will be reviewed for 2025.
PREPARATION OF APPLICATION
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all six of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key Selection Criteria.
A tour of the school is available for interested applicants.
For any questions regarding the position or for a school tour, please contact the Principal ¿ Shane Cole-Hayhow 0438 015 ***. or email ***************@education.vic.gov.au
- 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 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.
