Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Western suburbs
Reference: 1537488
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
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 inclusive practices and wellbeing and learning outcomes for students.
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 Ben Toyne, Director of Wellbeing, Engagement and Inclusion on 0433 472 121.
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 wellbeing, engagement, and inclusion practices across the sub school at Tarneit P-9 College. The role acts as a driver for high quality learning environments by strengthening preventative, proactive, and responsive wellbeing systems that improve student engagement, safety, and connectedness.
Wellbeing, Inclusion & Engagement Leadership
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, wellbeing and inclusion practices.
Consistent Classroom Systems: Model the proactive use of routines, reinforcement, corrective strategies, relationship building practices, and restorative conversations, aligned to SWPBS, PCMS and inclusive practices.
Open-Door WEI Modelling: Maintain a classroom routine that is always open for observation to showcase best practice in behaviour prevention, de-escalation, reinforcement, and inclusive adjustments.
Data-Informed Teaching: Model the exemplary use of student data (including but not limited to Compass, Pulse, House Points, attendance, behaviour trends) to inform teaching practices, differentiation, and targeted interventions and student groupings.
Whole-School Strategy Implementation: Lead and model whole school wellbeing and engagement priorities, including SWPBS Tier 1 strategies, attendance improvement, restorative culture, and inclusion expectations.
2. Team Leadership & PLT Support
Focus: Driving collaborative responsibility for student wellbeing, engagement and inclusion through structured processes and consistent expectations.
Lead PLTs: Support PLT Leaders to lead weekly Professional Learning Team (PLT) meetings and Improvement Cycle meetings utilising the FISO 2.0 Improvement Cycle.
Lead Improvement Cycles with a WEI Focus: Lead or co-lead PLT improvement cycle meetings to ensure wellbeing, engagement, and inclusion data (e.g., classroom entries, at risk students, attendance) inform planning, differentiation, and intervention.
Collaborative Culture & Accountability: Establish a culture of consistency in student expectations by ensuring staff adhere to TP9C SWPBS expectations, and standards related to behaviour follow up and communication.
Operational Planning: Meet with the WEI Sub-School AP to analyse cohort wellbeing trends, refine intervention priorities, and develop strategic termly WEI overviews.
3. Inclusion, Adjustments, Intervention & Data Analysis
Focus: Ensuring rigorous, consistent and well documented wellbeing, inclusion and engagement practices across the sub-school.
Inclusive Practice Leadership: Support teachers to design learning environments that include differentiation, sensory regulation strategies, and reasonable adjustments for diverse learners.
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.
Compliance & Documentation: Ensure staff maintain accurate and timely documentation (Individual education plans, Compass chronicles, parent communication, behaviour plans, attendance follow-up, adjustments recorded).
Data Leadership: Lead analysis and response to wellbeing and engagement data (ATOSS, Pulse, SWPBS data, Compass behaviour trends, attendance) to drive strategic actions that improve student safety, belonging and engagement.
Engagement and Wellbeing Resourcing: Oversee the selection, management, and use of evidence-based resources specific to student engagement, trauma-informed practice, and inclusion supports for the sub-school team.
4. Coaching, Mentoring & Capacity Building in WEI
Focus: Building the capacity of teachers to embed inclusive, preventative and relational practices.
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 and college expectations.
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 Instruction, SWPBS Tier 1 practices, behaviour documentation expectations, and inclusion systems.
Professional Learning: Lead and facilitate targeted professional learning opportunities for staff based on identified needs.
Cross-Sub-School Collaboration: Work collaboratively with other Instructional Leaders (e.g., TALC) and the Disability Inclusion team to ensure a cohesive and integrated approach to student support, achievement, and inclusion across the college.
5. Behaviour Support, Engagement Systems & Communication
Focus: Leading student support, strengthening staff consistency, and contributing to wider school leadership.
Complex Behaviour Support: Assist staff to manage and respond to complex behavioural situations by applying SWPBS, and TP9C protocols with precision and consistency.
Case Conferencing & Support: Facilitate or co-facilitate Student Support Group meetings, behaviour plan reviews, and coordinated responses for at risk learners.
Family Communication: Monitor and support the quality of communication with families, including Compass messages, incident follow up, celebrations, and proactive engagement.
House & Engagement Systems: Support the implementation of House Points, reinforcement systems, attendance initiatives, and engagement events that strengthen a positive school culture.
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.
Allied Health and Key Contacts Liaison: Act as the primary sub-school contact and liaison for internal and external allied health services and key student wellbeing support agencies, coordinating integrated case management and follow-up.
Leadership Participation: Maintain active participation in Leaders¿ meetings,contributing a wellbeing and inclusion focus to broader school improvement actions.
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.