Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1537484
Outstanding opportunity to work at Tarneit P¿9 College
Tarneit P¿9 College is a large, co-educational school located in one of Victoria¿s fastest-growing and most culturally diverse communities, approximately 25km from Melbourne¿s CBD. Opened in 2013, the college has experienced significant growth and currently serves around 1,820 students from Foundation to Year 9.
Our college reflects the rich diversity of the Tarneit community and is committed to providing an inclusive, high-quality education where every student is supported to achieve their best. We are seeking enthusiastic, reflective, inclusive educators who are passionate about teaching and learning, value collaboration, and are committed to high expectations and student wellbeing.
Teaching and learning at Tarneit P¿9 College is underpinned by a clear instructional model and an evidence-based approach, with a strong focus on High Impact Teaching Strategies, effective use of data, and consistent feedback and instructional coaching. Professional Learning Communities are central to our practice, supporting collective responsibility, professional growth, and continuous improvement.
Our contemporary learning environments include a range of general and specialist facilities designed to support collaboration, explicit instruction, and flexible learning. Student wellbeing and inclusion are embedded through whole-college approaches such as School-Wide Positive Behaviour Support, Behaviour Matrix, Respectful Relationships, and our House Model, which strengthens belonging, student voice, and engagement.
Why work at Tarneit P¿9 College?
Tarneit P¿9 College offers a supportive and collaborative professional culture where staff are valued, supported, and encouraged to grow. Staff benefit from:
Staff work together to ensure every student is known, valued, and challenged, while also fostering a workplace built on trust, respect, and shared purpose.
Vision
Our vision is for every student from Prep to Year 9, to have high aspirations, excel and reach their best. With supportive surroundings and challenging academics, we foster confident, resilient and compassionate individuals prepared to make a positive difference in the future.
Values
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrate capacity to lead teams to work collaboratively to improve literacy and numeracy outcomes for students, including the capacity to instructionally coach individual staff members to improve teaching practice.
Please provide your response to the criteria and your Resume/CV with 3 referees with contact details.
If you would like more information about the roles at our college, please contact Sneza Vasilevski, Director of Teaching, Curriculum, Assessment and Learning (TALC) on 0412 442 213.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Sub Schools: Prep ¿ Year 3, Year 4 ¿ Year 6
Primary Focus: To lead the modelling of exemplary classroom practice and wellbeing strategies for a sub-school at Tarneit P-9 College, acting as a driver for instructional excellence leading to improvement in student achievement and growth.
1. Instructional Leadership & Exemplary Practice
Focus: Demonstrating high-quality teaching and cultivating an `open classroom¿ culture where practice is transparent, observable, and exemplary.
Model Exemplary Practice: Demonstrate high-level expertise in teaching and learning by grade-sharing a classroom teacher role with an Instructional Leader where possible.
Instructional Excellence: Model effective instructional practices (including established routines) and demonstrate strict adherence to the TP9C Instructional Model and evidence-based instructional practices.
Open Classroom Culture: Maintain a classroom environment that welcomes observation at any time, allowing coaches and colleagues to witness best practices in action.
Data-Informed Teaching: Model the exemplary use of student data to inform teaching practices, differentiation, and targeted student groupings.
Exemplary Classrooms: Facilitate TP9C exemplary classrooms to demonstrate and disseminate best-practice strategies to the wider staff.
Whole-School Strategy: Lead and model the implementation of whole-school improvement strategies (e,g. VTLM 2.0, TP9C Instructional Model) related to curriculum planning and delivery.
2. Team Leadership & PLT Meetings
Focus: Managing team dynamics, driving accountability, and facilitating the FISO Improvement Cycle.
Mentor PLT Leaders: Support the PLT Leader to lead weekly Professional Learning Team (PLT) meetings and Improvement Cycle meetings utilising the FISO 2.0 Improvement Cycle.
Planning Oversight: Contribute to, monitor, review, and provide feedback on unit planners to ensure their alignment to college scope and sequences, and to ensure timely completion and quality. Note: Instructional Leaders (TALC) note down revisions to be made to scope and sequences, with revisions being made prior to the following year.
Culture & Accountability: Develop a collaborative culture by ensuring staff understand, adhere to, and are held accountable for the TP9C PLT Process and published team norms.
Operational Planning: Meet weekly with the TALC Sub-School Assistant Principal (AP) to forward-plan meeting agendas, analyse cohort data, and create strategic termly overviews.
3. Curriculum, Assessment & Data Analysis
Focus: Ensuring rigour, consistency, and compliance in documentation and assessment.
Curriculum Development: Co-plan and implement work programs aligned with current units of study, ensuring explicit differentiation and appropriate student groupings are documented.
Program Oversight: Support team members in the creation and implementation of effective work programs, providing feedback to ensure accountability for both the collective team and individual teachers.
Compliance: Support team members to maintain strict adherence to assessment schedules and planning documentation requirements.
Data Leadership: Lead the implementation and evaluation of cohort assessment data (e.g NAPLAN, PAT, Formative Assessments) to drive student outcome improvements.
Curriculum Resourcing: Oversee the selection, organisation, and distribution of high-quality, research-aligned teaching and learning materials and resources for the sub-school team, ensuring equitable access and alignment with curriculum documentation.
4. Mentoring, Coaching & Capacity Building in the Sub school
Focus: Building the pedagogical capacity and skills of teachers within the sub-school.
Mentoring: Foster the long-term professional growth of teaching staff new to the profession, providing targeted guidance to deepen their pedagogical content knowledge and mastery of subject-specific instruction.
Instructional Coaching: Conduct regular classroom observations and provide actionable, evidence-based coaching to enhance daily instructional practices, ensuring the effective implementation of evidence-based teaching strategies in line with the TP9C Instructional Coaching Model.
Feedback Cycle: Support teachers to seek, analyse, and act on feedback regarding their practice, including the facilitation of professional goal setting.
Instructional Fidelity: Monitor and evaluate the team's fidelity to the TP9C Instructional Model and evidence-based instructional practices.
Professional Learning: Lead and facilitate targeted professional learning opportunities for staff based on identified needs.
Cross-Sub-School Collaboration: Work collaboratively with other Instructional coaches (e.g., WEI) and the Disability Inclusion team to ensure a cohesive and integrated approach to student support, achievement, and inclusion across the college.
External Expertise Management: Act as the sub-school liaison for external professional learning consultants, ensuring their work aligns directly with the sub-school's identified AIP learning goals and the TP9C Improvement Cycle.
5. Wellbeing, Engagement & Communication and Year Level Events
Focus: Leading student support and contributing to the wider school leadership.
Behaviour Support: Support the team in managing complex discipline and behaviour issues by strictly applying the SWPBS Framework.
Specialist Support & Documentation: Develop, document, and monitor the implementation of specialist learning recommendations (English, Mathematics, or Wellbeing) to assist teachers in applying best-practice adjustments for students with additional needs.
Communication: Monitor and evaluate the quality and timeliness of weekly communication to the team and year level newsletters items communicated to families.
Leadership Participation: Maintain attendance and active participation at Leaders¿ meetings.
Event Support: Provide active support and leadership input for key year level student engagement and curriculum-related events, ensuring they align with student wellbeing and engagement policies.
Any other duties as determined by the principal
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.