Ongoing Graduate Teacher - Generalist Primary - Years P-9 - Tarneit P-9 College

Location Profile 

Tarneit P-9 College is situated in the western suburbs of Melbourne in the local area of Wyndham. Our College was established in 2013, commencing with an enrolment of 331 students. Tarneit P-9 College currently has over 2300 students enrolled for 2023. The Secondary sector of the College is currently experiencing rapid growth. There are over 900 students currently enrolled in Secondary. Over the next 3 Years we predict these numbers will continue to grow.

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 of high academic achievement. The College 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 is comprised of diverse family backgrounds, with a high proportion of students coming from Islander, African and Indian communities. 53% of our students speak English as an additional language. The College Student Family Occupation of 0.54 indicates our community comes from mid socio economic backgrounds.

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 have the opportunity to 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.

Program Benefits 

This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment. 

Role 

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 organization of co-curricular activities. 

Responsibilities 

Core responsibilities include: 

• Planning and implementing a range of teaching programs or courses of study 
• Teaching an area of the curriculum or a general curriculum to a year level 
• Monitoring, evaluating and reporting student progress in key learning areas 
• Implementing strategies to achieve targets related to student learning outcomes 
• Maintaining records of class attendance and recording student progress 
• Implementing effective student management consistent with the school charter. 
• Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio 

Additional responsibilities may include but are not limited to: 

• Supervising a range of student activities including support and welfare programs 
• Contributing to a range of co-curricular programs 

Who May Apply 

To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:  

• have completed their course requirements and graduated in the last 4 years, and 
• not be employed as a teacher by the department at the time the advertised position is to commence 

Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching. 

Conditions of Employment 

All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. 

The 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. 

Eligibility for incentive payments: 

• The successful candidate is committing to a minimum of 1 year employment at this school 
• The successful candidate will not be a Graduate Teacher Incentive recipient from a previous vacancy 
• The successful candidate must not be employed as a teacher by the Department at the time the advertised position is to commence 

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 

Selection Criteria 

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs. 

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.  

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents. 

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching. 

SC6 Demonstrated interest in working with students with Special needs. 

EEO AND OHS Commitment 

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). 

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: [email protected] 

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: 

Child Safe Standards: Policy | education.vic.gov.au 

DET Values 

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at: 

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx 

VIT LANTITE 

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 complete.