Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1500534
Selection Criteria
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.
Role
Leading Teacher - Mathematics
Classification: Leading Teacher
Tenure: 3 Years
Time Fraction: 1.0 FTE
Reports To: Assistant Principal - Teaching & Learning
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 Leading Teacher - Mathematics plays a central role in ensuring the College's Mathematics curriculum is coherent, rigorous, and engaging for all students.
This role sits within the Teaching & Learning Portfolio and directly supports the AP - Teaching & Learning in implementing Goal 1 of the SSP, to maximise learning outcomes for every student - by leading the planning, delivery, and review of the Mathematics curriculum in alignment with VTLM 2.0, the High Impact Teaching Strategies (HITS), and College instructional agreements.
The role focuses on ensuring that Mathematics curriculum documentation is guaranteed and viable (KIS 1.b), teacher practice is consistent and evidence-based (KIS 1.c), and that student learning growth in numeracy and Mathematics achievement directly contributes to the College's improvement targets.
Key Responsibilities1. Leadership of Mathematics Curriculum
- Lead the development, implementation, and review of a guaranteed and viable Mathematics curriculum across Years 10,12, aligned to Victorian Curriculum 2.0 and VCE requirements.
- Ensure Mathematics curriculum documentation reflects VTLM 2.0 and HITS, and that instructional practices are consistent, evidence-based, and engaging.
- Oversee scope and sequence, unit planning, and assessment design to ensure students are challenged, supported, and prepared for success in senior pathways (VCE and VCE VM).
- Collaborate with Domain Leaders and Learning Specialists to embed numeracy improvement strategies across all subjects, supporting whole-school numeracy growth.
2. Data Use and Moderation
- Coordinate common assessment tasks and oversee moderation practices to ensure fairness, rigour, and consistency of teacher judgements.
- Lead analysis of student learning data (Mathematics achievement, numeracy growth, VCE outcomes, GAT results) to inform planning and improvement strategies.
- Identify students at risk of low Mathematics outcomes and work with Year Level Leaders and Engagement & Wellbeing teams to ensure targeted supports are provided.
- Contribute to whole-school reporting and review processes, tracking progress against SSP numeracy and Mathematics achievement targets.
3. Student Reporting and Communication
- Support the preparation and quality assurance of progress reports and semester reports for Mathematics students.
- Ensure feedback to students and parents is clear, constructive, and aligned with VTLM 2.0 principles of goal-setting and reflection.
- Contribute to parent engagement processes (e.g., information evenings, parent teacher conferences) to communicate student learning progress and pathway readiness.
4. Capacity Building and Collaboration
- Build teacher capacity in Mathematics pedagogy, assessment literacy, and differentiation through professional learning and coaching.
- Support teachers to integrate GANAG lesson design and other high-impact strategies into Mathematics instruction.
- Collaborate with Learning Specialists and Year Level Leaders to strengthen PLC practices focused on Mathematics and numeracy improvement.
- Model exemplary teaching practice in Mathematics classrooms and support colleagues through co-planning, observation, and mentoring.
5. Compliance and Program Integrity
- Ensure all Mathematics programs meet VCAA and DET requirements, including VCE study designs, assessment and reporting processes.
- Monitor and ensure accurate completion of assessment, moderation, and reporting cycles in Mathematics.
- Support Special Provision processes for Mathematics students in collaboration with Inclusive Practices and Wellbeing teams.
- Uphold Child Safe Standards and ensure Mathematics curriculum delivery and assessment practices meet DET compliance expectations.
Responsibilities
General Responsibilities- Support the implementation of the SSP and AIP priorities through year level programs and structures.
- Work collaboratively with the AP3, Teaching & Learning 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.
Who May Apply
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.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Other Information
- 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
Conditions of Employment
- 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Location Profile
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 2026 we expect to have approximately 850 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 2026 the College staffing profile will consist of a College Principal, 6 Assistant Principals, 8 Leading Teachers, 4 Learning Specialists, Business Manager, 52 EFT Teaching Staff, and 33 EFT Education Support Staff.