Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1536504
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated capacity to lead the implementation of a school-wide careers education curriculum, including the Beyond The Books program, while strengthening partnerships across the school community to support student pathways.
Classification: Leading Teacher
Tenure: 3 Years
Time Fraction: 1.0 FTE
Reports To: Assistant Principal - Transition & Operations
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
The Leading Teacher - Careers & Pathways strengthens a coherent, high-quality careers education and pathways program from Year 10¿12, ensuring students are well prepared for senior secondary learning and successful post-school destinations. The role sits within the Development & Transition portfolio (SSP roles) alongside AP3 - Transition & Operations, AP1 - Staff Development, and the LT - Careers & Pathways position listed under that portfolio.
This LT partners closely with AP3 - Transition & Operations on transitions, the annual pathways calendar, course counselling/subject selection windows, VET/SWL interfaces and key milestone events (e.g., VTAC/SEAS). The ES Careers & Pathways Leader continues to manage and coordinate the careers team day-to-day; this LT role provides curriculum leadership, alignment and impact, integrating careers education within learning programs and ensuring the weekly Careers/Wellbeing period meets Departmental requirements. The role contributes directly to SSP Goal 1 (learning outcomes) and Goal 2 (wellbeing/engagement/connectedness; stage transitions) and aligns with KIS 1.a, 1.b, 1.c and 2.b.
1. Leadership of Careers Education & Weekly Curriculum - Beyond The Books
Lead a guaranteed and viable Careers & Pathways curriculum (Years 10-12) and publish an annual scope/sequence for the school's weekly Careers/Wellbeing period (e.g., Career Action Plans, My Career Insights, Respectful Relationships, First Nations perspectives, study skills, wellbeing & engagement), ensuring Year 10 alignment with Victorian Curriculum 2.0 and senior alignment with VCE / VCE VM / VPC reforms in coordination with leaders of the Teaching & Learning Team.
Co-design delivery and quality assurance with relevant leaders (AP3 - Transition & Operations; Inclusive Practices; Engagement & Wellbeing; Learning Specialists; Domain Leaders) so the weekly program measurably supports SSP Goal 1 and Goal 2, and aligns to KIS 1.b, 1.c, 2.b.
2. VET, SBAT/Head Start, Work Experience & SWL (Strategic Alignment)
Coordinate the strategic alignment (not day-to-day operations) of VET offerings, SWL, Work Experience and SBATs with curriculum, timetable windows and career plans,working with LT Applied Learning Leader and AP3 - Transition & Operations, the ES Careers & Pathways Leader, VET admin and Year Level teams.
Strengthen partnerships (Head Start, LLEN, RTOs/TAFEs, employers) so opportunities are visible and accessible for VCE VM and VCE students; ensure messaging/processes reflect senior secondary reforms and credit recognition in collaboration with AP3 - Transition & Operations.
Coordinate School-based Curriculum for Year 10 students not attending Work Experience that aligns with Careers Education expectations and opportunities.
3. Data, Destinations and At-Risk Identification
Use assessment plus attendance/behaviour/engagement data and the Staying in Education (SIE) dashboard to identify at-risk students and coordinate timely pathways interventions with Engagement & Wellbeing, Year Level teams and the ES careers team; track CAPs completion and My Career Insights participation.
Monitor destinations (VTAC preferences/offers, apprenticeships/traineeships, employment, TAFE/university) and present updates to leadership, showing contribution to SSP Goal 2 transitions targets and KIS 2.b.
4. Communication, Events and Partnerships
Coordinate the annual pathways calendar with AP3 - Transition & Operations and the ES Careers & Pathways Leader (course counselling, subject selection, VTAC/SEAS workshops, parent/carer information sessions, employer/university/TAFE expos, industry immersions).
Maintain active links with Head Start, LLEN, RTOs/TAFEs, universities and employers; ensure clear communication loops between external partners and teachers/students/families.
5. Compliance and Program Integrity
Ensure careers education delivery meets DET/VCAA policy expectations (curriculum programs, Respectful Relationships mandate, senior secondary reforms, VET/SWL policy) and is reflected in school documentation and practice.
Quality-assure processes for VTAC, SEAS, SBAT/Head Start, and workplace learning, in partnership with the ES Careers & Pathways Leader and AP3 - Transition & Operations.
Uphold Child Safe Standards and risk management for external learning settings (worksites, industry visits, tertiary taster days), collaborating with Operations/OHS.
General Responsibilities
Support the implementation of the SSP and AIP priorities through year level programs and structures.
Work collaboratively with the AP3 - Transition & Operations and the broader College Leadership Team.
Uphold and promote the school values of Integrity, Innovation, and Focus.
Maintain professional and confidential records relating to student support, behaviour, and attendance.
Participate in key college events including information nights, awards evenings, and parent-teacher conferences.
Support the development of schoolwide expectations and shared staff understanding through modelling and communication.
Engage in ongoing professional learning aligned with the role¿s focus areas.
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes.
Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth.
Model use of the College Teaching & Learning Framework (GANAG) and School-Wide Positive Classroom Management Strategies (PCMS) and support other staff to build their capacity in the use of these.
Undertaking and conducting performance and development reviews, as per DET and school protocols
Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements.
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Tarneit 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, Truganina P-9 College and Doherty's Creek P-9. 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. In 2027 we expect to have approximately 880 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 Year Level 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 including VTLM 2.0 and PCMS 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 2027 the College staffing profile will consist of a College Principal, 6 Assistant Principals, 8 Leading Teachers, 4 Learning Specialists, Business Manager, 63 EFT Teaching Staff, and 40 EFT Education Support Staff.