Location Profile Tarneit P-9 College opened in January 2013 with an initial enrolment of 331 students. Since then, the college has experienced rapid growth in line with our local community, reaching a peak enrolment of 2,366 students in 2023. Our current enrolment for 2025 is approximately 2020 students. Our core mission is to provide exceptional and inclusive educational opportunities to children in the diverse and expanding Tarneit area. We are committed to high academic standards and excellence in all areas of school life. Our aim is to empower students with the knowledge, skills, and personal qualities needed to pursue their aspirations and make meaningful contributions to their communities. The leadership of Tarneit P-9 College is dedicated to building staff capacity and professional excellence. We aim to ensure that every student receives a high-quality, challenging, and engaging learning experiences. By fostering a positive educational environment, we nurture a lifelong love of learning and equip students with the tools to become confident, resilient, and aspirational individuals. In 2022, we introduced a `House Model¿ to enhance student connectedness and foster a strong sense of belonging. This model supports students in becoming active participants in their learning journey. The Professional Learning Community (PLC) Model is a key framework at our college for developing staff capability. Our priorities within the PLC model include: Building a culture where every staff member knows their students well and is accountable for their learning, growth, and wellbeing. Using student data to drive differentiated teacher development, ensuring all students make measurable and ambitious progress. Engaging both staff and students in constructive feedback processes to continuously improve teaching and learning. Establishing and maintaining high, shared expectations, supported through peer observation, reflection, and action on feedback. During the previous strategic planning cycle, we implemented an instructional model, established clear processes to plan and implement high quality curriculum and strengthened collaborative practices. While these initiatives laid a strong foundation, we recognise the need to strengthen these practices to further improve student outcomes. Moving forward, we will continue to apply evidence-based teaching strategies, enhance the use of data to inform curriculum and instruction, and prioritise cognitive challenge through High Impact Teaching Strategies (HITS) and rich learning tasks. Our goal is to improve student learning through both achievement and wellbeing. Tarneit P-9 College also places a strong emphasis on student wellbeing and a positive school culture. Programs such as School-Wide Positive Behaviour Support (SWPBS) and Respectful Relationships (RR) are central to our approach. These initiatives are supported by a school-wide culture of positivity, proactivity and mutual respect, where students, staff, and the wider community practice and model exemplary behaviour and foster a safe, inclusive learning environment. We take pride in being an inclusive, innovative, and forward-thinking school. Our dedicated staff are our most valuable resource, and we are committed to recognising and supporting their contributions. Our coaching, wellbeing and Principal Class teams work collaboratively to support staff and ensure optimal outcomes for all students. Our teaching practices are guided by high-impact, research-based pedagogy. We maintain high expectations for student growth, aiming for more than one year¿s progress for every student across all subject areas. As a community of highly skilled educators, we encourage students to inquire, problem-solve, create, and apply their knowledge in meaningful ways. At Tarneit P-9 College, we are proud of the rich educational experiences we provide, tailored to the needs and aspirations of our diverse and talented student community. Our school culture is grounded in the core values of Learning , Inclusive , Responsibility , and Pride . These values underpin everything we do and reflect our unwavering commitment to the success of every student. Selection Criteria SC1: Educational Leadership Outstanding capacity for visionary and exemplary educational leadership of a school or college. Highly developed skills in leading and managing change including the leadership of others in the process of change. SC2: Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills. SC3: Planning, policy and program development and review Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. Demonstrated ability to implement Department policies to a high level. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning. SC4: Leadership of staff and students A highly developed capacity to motivate staff, develop their talents and build an effective team. A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents. SC5: Interpersonal and communication skills Highly developed interpersonal and communication skills in individual, small group and community contexts. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity. An ability to work with parents and the community to develop a strong learning environment. SC6: Community criterion Demonstrated high level capacity to lead our school community in the areas of teaching, assessment, learning and curriculum and maintain and strengthen a school culture that is inclusive; values student voice; promotes the college¿s values through SWPBS and works with staff to always raise the bar on student learning and wellbeing outcomes. Role The assistant principal reports directly to the principal. Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals 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. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making. The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources. Assistant Principals working at Level 3 at Tarneit P-9 College lead both whole school and specific responsibility areas. This specific role will have clear accountability for the strong and purposeful leadership of teaching, assessment, learning and curriculum across Prep to Year 9. The Assistant Principal will support Area Assistant Principals to ensure the strong presence at the college of an inclusive culture that promotes consistent staff behaviours that engage, inspire and support our students to be their best. All Assistant Principals at Tarneit P-9 College will work closely with all other Principal Class and executive team members and will meet regularly to discuss emerging challenges and consider ways to address challenges. Assistant Principals are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. They will model excellence in teaching, assessment, learning and curriculum delivery through allowing others to observe their lessons, and mentor/coach teachers to improve their skills, knowledge and effectiveness of the teaching workforce. Responsibilities Responsibilities will include but are not limited to: The ongoing development and fostering of a positive and strong learning culture that supports our values of Learning, Inclusive, Responsible and Pride Be responsible for the ongoing growth and achievement of all students and promoting a culture of high academic standards that are built on the concept of providing all students with the right balance of challenge and success to allow them to reach their learning potential Be responsible for general student wellbeing and discipline matters beyond the management of classroom teachers and educational support staff, team leaders, coaches, House Leaders and Area Assistant Principals and assist with the implementation of the tier 1, 2 and 3 supports and practices Work closely with the Area Assistant Principal in supporting teachers and educational support staff members when student behaviour and learning intervention are required Ensure the staff keeps accurate records of interventions where required Creating and collaborating with other leaders to develop and implement whole school policies and procedures, with a focus on consistency and best practice Overall monitoring of students¿ behavioural, personal, social and academic progress. The Assistant Principal will work as a member of the Principal Class Team to: Support the work of the School Council Participate in staff selection and provide support for staff Contribute to the smooth daily operation of the College Provide support to staff and supervise students by being a visible presence in the buildings and grounds during the day Oversee a high standard of student personal presentation and correct uniform. Assistant Principal will regularly report to the principal, and the Principal Class Team as a whole, through weekly meetings 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 growth Model use of the College¿s Values Matrix, Student Engagement practices, School Wide Positive Behaviour Support framework (SWPBS) and PCMS and support other staff to build their capacity in the use of these Facilitate and lead professional learning with a focus on improving staff capacity Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements Drive and support the development of an engaging and enriching curriculum for all students Prep to Year 9 Adhere to the following Principal Class Team norms: Recognition and Encouragement ¿ We celebrate and have positive intent and actions within the team Collaboration and Decision-Making - We actively participate, align and support collective decisions Responsibility and Initiative - We take ownership and are proactive in addressing tasks and challenges Openness and Growth Mindset - We are continuous learners who are receptive to feedback, and are adaptable Professionalism and Emotional Intelligence - We are professional at all times and understand emotional dynamics within the team Vision and Student-Centred Focus ¿ We align our actions with the broader college vision of prioritizing student outcomes Trust and Solidarity - We build trust and have unity within the team Positive Attitude and Intent ¿ We have a positive outlook and assume the best in others. Who May Apply No job description available 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 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 For more information, please contact Jason Smallwood, College Principal, on education.vic.gov.au or 0408 020 . School Tours are available on request. Conditions of Employment No job description available Program Benefits No job description available VIT LANTITE No job description available
