Prep - Year 9 Visual Arts Teacher

Tarneit P-9 College is situated in the western suburbs of Melbourne in Wyndham. The College was established in 2013, commencing with an enrolment of 331 students and growing to 2376 students in 2023 slightly up on 2022 enrolments. In the past year, four new primary schools opened in the area that changed the college's designated enrolment boundary resulting in the number of foundation enrolments stabilising, however the number of students in Year 7 has increased significantly.  We anticipate that this will be the trend for another 2-3 years, after which the establishment of new secondary schools in the area will enable our numbers across the school to stabilise.

The College¿s vision is to provide a quality education which enables all students to progress by more than one year across all academic measures. We are committed to achieving continuous improvement of learning outcomes for all students and we are establishing a reputation for high academic achievement. The College also values its motto `Scientia Lumen Vitae¿ which means `knowledge is the light of life¿. The College strives for the highest standards in English and Mathematics and compliments this with quality programs in Science, The Arts, Physical Education and French. 

At Tarneit P-9 College the following values underpin the actions of our whole community:

¿            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. 

The Tarneit community comprised of diverse family backgrounds, with 50% of the students coming from language backgrounds other than English. India, New Zealand, and Africa are the dominant regions of parents¿ birth. In addition, 1.24% of students are Aboriginal or Torres Strait Islander. The Student Family Occupation and Education Index of 0.3573 indicates our community comes from low to mid socio-economic backgrounds.  Approximately 3% of students are identified as having a disability and/or impairment and 1.33% are from refugee backgrounds. In 2023, the College had 180 teaching staff with a full-time equivalent of 156.5 and 61 non-teaching staff with a full-time equivalent of 47.7.  This includes primary classroom and subject teachers, intervention teachers, secondary specialised subject teachers, administration support, classroom educational support, technical support, Leading Teachers/Learning Specialists, 9 Assistant Principals, and a principal. 

Tarneit P-9 College provides a comprehensive curriculum for students from years Prep to 9. We are focused on delivering a curriculum that promotes and develops high level literacy and numeracy skills, along with higher order thinking skills. The College is forming strong partnerships with the local kindergartens and Tarneit Senior College to support student transition from K-12. As students¿ progress through school, the curriculum design allows for a variety of subjects to be offered, ensuring that students have opportunities to pursue their own pathway.

The College recognises the importance of the home/school relationships and encourages parent participation at a range of different levels.  In partnership with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students can become productive, knowledgeable, and responsible citizens. 

The College has developed a Student Learning and Welfare support team, comprising of Psychologists, a Student Welfare Officer, Speech Pathologist and Assistant Principals. The College also works closely with the Wyndham Student Support Services and local organisations to provide a range of supports and interventions for students and their families. The School Wide Positive Behaviour initiative underpins Tarneit P-9 College¿s approach to wellbeing. The school community has a strong focus on explicitly teaching students the expected behaviours and attitudes aligned with the College values.

The rapid growth of the school community has seen a quick expansion of facilities. The College has a state of the art, two storey building for our secondary students, including specialist spaces for science, the arts, technology and STEM. We also have a large senior library, double basketball court and synthetic soccer/rugby field. The College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, artificial turf areas, playgrounds and a range of shading and seating. The College also integrates the latest technology as a tool to support learning. Interactive whiteboards are installed throughout the main building and LCD screens throughout the other learning spaces. Students in Year 3 to 9 participate in a one-to-one device program and all learning spaces have access to wireless connectivity.

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.

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.

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.

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.

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

• 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.