English Graduate Teacher Program (Incentive)

Tarneit Senior College

Integrity, Innovation & Focus

About Our SchoolTarneit Senior College is located in a developing area of Wyndham. Approximately 25 kilometres from the Melbourne CBD. Close proximity to Tarneit Station which has exceptional local PTV services or short walk/cycle to the school. We have state of the art facilities. Take a virtual tour of our school at: https://virtual-tours.com.au/tarneit/  Comprehensive curriculum, pathways and transition programs enable the College to cater for the academic and vocational needs of students. The college offers an extensive and rich VCE program that caters for student preference, and a well-established Applied Learning program. There is an emphasis on the social, emotional, cultural and academic needs of our students in order to develop their full potential.

We are a growth school, providing employment security and enhanced opportunities for professional growth The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2023 we have approximately 1150 students enrolled - the projected enrolments is for the school to stabilise around this number in the next few years. The college has a long term enrolment projection of in excess of 1500 students. The college has students from diverse backgrounds and over 60 nationalities. Check out our website at: https://www.tarneitsc.vic.edu.au/about-us for more information, including the vast variety of subjects on offer. 

The College has a highly supportive staff with a culture of collaboration and innovation. We have many tiers of support for staff including: Heads of Domain, Learning Specialists, the Engagement in Learning Team comprised of House Leaders and Year Level Coordinators, the Wellbeing Team and specialised Education Support staff. The Principal Class have an open-door policy and are available to staff at all times. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other 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.  We provide 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  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. A whole college instructional framework of GANAG is embedded within all classes. Tarneit Senior College maximises learning technologies through the 1:1 BYOD program.  Parents are kept informed of their child¿s learning and attendance via the COMPASS platform. Every student in the college is resourced with a computer and connected on-line for their learning and assessment. The college has been a Google for Education school since it opened in 2012 ¿ our curriculum is well documented via Google Sites and Classrooms and our students have 24/7 access to their learning materials via the Google Suite. 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 many co-curricular activities.

In 2023 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.  Additional information for potential applicants is available on the school¿s website at www.tarneitsc.vic.edu.au, or by contacting the school.

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

This position may attract an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

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.

Core responsibilities include:

• Planning and implementing a range of teaching programs or courses of study
• Teaching an area of the curriculum or a general curriculum to a year level
• Monitoring, evaluating and reporting student progress in key learning areas
• Implementing strategies to achieve targets related to student learning outcomes
• Maintaining records of class attendance and recording student progress
• Implementing effective student management consistent with the school charter.
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio

Additional responsibilities may include but are not limited to:

• Supervising a range of student activities including support and welfare programs
• Contributing to a range of co-curricular programs

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must: 

• have completed their course requirements and graduated in the last 4 years, and
• not be employed as a teacher by the department at the time the advertised position is to commence

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• The successful candidate is committing to a minimum of 1 year employment at this school
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence

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.