Location Profile

Tarneit Prep-9 College is situated in the western suburbs of Melbourne in the local area of Wyndham. The College was established in 2013 with an enrolment of 331 students and reached a peak of 2366 students in 2023. The Wyndham area has seen the opening of more than 10 schools in the past few years which has resulted in the altering of the College¿s enrolment zones and consequently the College is beginning to see a decline in enrolments, particularly in the primary area. This will need careful management throughout the new School Strategic Plan.


The secondary enrolment numbers grew rapidly throughout the last School Strategic Plan and during the turbulent times of COVID-19. Student wellbeing and engagement proved to be a challenge because of the rapid growth and disrupted learning period and has required the college to rethink its approach to ensure student develop the skills needed to be confident, resilient, aspirational students who reach their best. The introduction of a `House Model¿ in 2022 will remain a strong focus to support the college to build students¿ sense of connectedness and to empower students to be active agents of their learning.


The college has experienced workforce shortages that has resulted in the employment of a high proportion of graduate teachers, Permission to Teach teachers and casual staff. Some secondary staff have been required to teach outside their field. The Professional Learning Community (PLC) Model has been implemented at the College and will continue to be used as the main vehicle for building teacher capacity. The focus will be on
¿ Build a culture where every adult knows their students and takes responsibility for learning achievement, growth and wellbeing.
¿ Focus PLCs on differentiated teacher learning using student data to ensure all students make measurable and ambitious gains, for which all staff share accountability.
¿ Engage staff and students in giving and receiving feedback to ensure continuous improvement in teaching and learning across the college.
¿ Develop shared and high expectations that are visible and referenced. Ensure teachers participate in peer observations and reflect and act on feedback.


The School Performance Report moved the rating for reading and numeracy from Transform in 2022 to Renew in 2023. Over the previous strategic planning period the college introduced an instructional model, documented its guaranteed and viable curriculum, and strengthened collaborative processes. The college reported that these are not yet embedded and there was further opportunity to improve learning outcomes for students. It is intended that the college continue to expand the use of evidence-based teaching and learning strategies to improve learning achievement and growth. The college will continue to strengthen the use of data and evidence to differentiate and evaluate curriculum and pedagogy to improve student learning and wellbeing and embed the use of HITS to increase cognitive challenge and the use of rich learning tasks.


The Tarneit community comprised of diverse family backgrounds, with 42% of student¿s parents being born in India, 8% of student¿s parents being born in Australia and New Zealand and the other 8 from the top 10 countries of birth (of Parents) coming from Pakistan, Samoa, Ethiopia, Philippines, Sudan, Bangladesh and Somalia. The College has seen an increase of students coming to the school from other countries, particularly into the later stages of primary and early stages of secondary and therefore will need to review its approach to EAL. The College Student Family Occupation index has slightly declined and is 0.4719 indicating that the community come from mid-social economic backgrounds.

Selection Criteria

KSC1 Demonstrated high level experience in financial management, organisational and resources management with a proven capacity to support the Principal and leadership team through the timely and accurate management of these functions while also undertaking financial reporting to School Council and the Finance Committee.
KSC2 Proven ability to show initiative and leadership as part of an effective and cohesive team within a large and busy work environment to ensure a continuous and efficient operation of the college. A demonstrated capacity to monitor and manage staff performance including overseeing the education support staff annual performance reviews and development planning.
KSC3 Demonstrated high level written and verbal communication abilities, along with advanced interpersonal skills that include a capacity to develop constructive relationships with staff, students and parents, along with the capability to build strong relationships with the community and business partners.
KSC4 Demonstrated high level competency and understanding of Department of Education and Training software systems including CASES21, Recruitment Online, edu Pay, and the associated internal controls, policy, procedures, guidelines and employment conditions relevant to school based staff.
KSC5 Demonstrated capacity to provide high level organisational, interpersonal and management skills as well as excellent interpersonal and communication skills necessary to support a busy high perfomance school setting and its business practices including leadership of the office administration team.
KSC6 Capacity to monitor and maintain the Student Resoruce Package (SRP) and associated online planner, provide high level advice to the College Leadership Team on Finance, Human Resources and Workforce Planning matters and the ability to maintain and monitor the annual program budget.

Role

An education support class position at level 2 will have a primary responsibility for the management of significant areas or functions within the school to support the educational services being provided to students. In exercising the responsibility an education support class position at level 2 will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
An education support class position at level 2 will contribute to the overall management of the school through involvement in policy formulation and decision making.

Responsibilities

As a member of the College Principal Leadership Team, the successful applicant will be responsible for the management of the following:

• Provide leadership in strategic planning with a focus on enhancing the school's financial position including reporting to College Council and all sub-committees.
• Provide leadership in the program budgeting process including the preparation of the annual budget.
• Provide leadership and manage the delivery of administrative functions, human resources, financial services and building services within the school.
• Employ "Best Practice" and ensure proper financial practices and internal controls are maintained at all times in line with Department of Education and Training regulations.
• Participate in the implementation and further development of the school's workforce plan and provide authoritative advice on recruitment policy and procedures for all school operations and services.
• Ensure an efficient work flow across the administration offices of the school.
• Manage the work practices, priorities, performance and development of education support staff.
• Conduct regular team meetings and actively support educational support staff to reflect upon and improve their professional practice.
• Participate in the development and implementation of the school annual improvement plan.
• Participate in the planning and implementation of proposed College building projects.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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