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 1050 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 it¿s 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 everyday 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 A demonstrated interest in working with young people and an ability to relate to young people in a positive, respectful and supportive manner, upholding the values of pride, respect and responsibility.
SC2 Demonstrated high level communication skills with a range of individuals and well-developed emotional intelligence.
SC3 Knowledge of DET policies and guidelines in relation to Inclusion and an ability to contribute to their implementation.
SC4 Experience in Education Support or Completion of Certificate IV in Education Support (or similar) would be an advantage.
SC5 ICT experience and skill in using Compass, Google Suite, MS Office etc.
SC6 Demonstrated commitment to professional learning and growth.
Learning Inclusion Aides are part of a team working with students with identified needs, to support their learning and wellbeing. Direct supervision and support for the role will be provided by the Disability Inclusion Administration Coordinator and the Learning Specialist ¿ Disability Inclusion.
The successful applicant must be able to demonstrate a calm, caring and respectful manner and model the schools core values to a high standard.
Learning Inclusion Aides generally work from 8.50am to 3.30pm, but this is subject to timetable requirements and negotiation. This position requires work across 5 days per week, to a total of 30 hours.
As an ES staff member, the range of duties may be expanded in the future in accordance with the ES Level 1, Range 2 General Duties.
No additional attendance during school holidays is required for this position.
The Learning Inclusion Aide is responsible to the Principal through the Disability Inclusion Administration Coordinator and the Learning Specialist ¿ Disability Inclusion and also the Support in Learning Assistant Principal.
To support the implementation of a Learning Inclusion program for students with an Individual Education Program (IEP) who are currently recognised within the Tier 2 and Tier 3 DET funding criteria.
Specific tasks will include;
- To work in association with the classroom teacher to implement the educational program as set out by the IEP/SSG.
- Assist students on an individual or small group basis.
- Assist and support the implementation of instructional programs.
- Assist with communication between students & teachers particularly, the interpretation of instructions.
- Observe students and bring them to the attention of the teacher where necessary.
- Prepare and submit notes of observations, learning and wellbeing.
- Provide basic physical and emotional care for students.
- Participate in the monitoring & evaluation of programs & evaluation of individual student¿s achievements.
- Assist with the liaison & communication between parents, teachers and other staff & members of the wider community.
- Prepare basic curriculum resources/aides/materials as required.
- Undertake administrative tasks and attend meetings as required.
- The use of Compass, Google Suite, MSOffice, iPads etc. may be required to undertake duties efficiently and effectively.
- Active participation and liaison with other Inclusion Team members and TSC staff.
- Participate in an annual performance review process.
- Other duties as directed by the Disability Inclusion Administration Coordinator and the Learning Specialist ¿ Disability Inclusion and Assistant Principal
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
- 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
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
