General Primary / Numeracy Intervention

Tarneit P-9 College is establishing a reputation of high academic achievement. 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.

Multi- skilled teachers, supported by strong leadership and a dedicated team of non-teaching staff, implement a forward thinking, student focused curriculum. 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 all students are valued and differences accepted within a supportive school environment. Our diverse multicultural community works together to create a well-resourced, orderly learning environment which caters for the needs of each individual and acknowledges and celebrates achievements. 

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 College also values its motto ‘Scientia Lumen Vitae’ which means ‘knowledge is the light of life’.   

Tarneit P-9 College resides within the western suburbs of Melbourne in the local area of Wyndham. It was established in 2013, commencing with an enrolment of 331 students and has grown to over 1800 students in 2017.

The rapid growth of the school community has seen a quick expansion of facilities and high demands on resourcing. The College opened with two out of the three main buildings identified in the initial planning stages. This included 16 primary learning spaces, 5 specialist classrooms and a gymnasium. Stage Two of the building plan (Year 7-9 component) commenced in 2016 and be available for use in 2018. The College has invested heavily in maintaining open and flexible learning spaces throughout the large number of relocatable buildings. In addition to this, the College has also prioritised the development of our grounds, including a fence around the perimeter, grassed play areas, play grounds, adequate shading and seating.

The College 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 through to Year 9 participate in a one to one device program. All learning spaces have access to wireless connectivity.

The Tarneit community comprises of diverse family backgrounds, with a high proportion of students coming from Islander and African communities. Many of our students speak languages other than English at home. The College recognises the need to support EAL learners through embedding strong literacy and oral language practices within the curriculum. The College Student Family Occupation of 0.5967 indicates a variety of socio economic backgrounds within the community.

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 work 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.

Tarneit P-9 College expects more than one year’s growth for every student across all curriculum areas. Our staff work in collaborative teams to take a shared ownership for monitoring and responding to the learning needs of all students. Through high quality instructional practice and differentiating the curriculum, individual student learning needs are identified and catered for.

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 Tarneit Central Kindergarten and Tarneit Senior College to support student transition from K-12. As student progress through their 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. 

College policies are developed to guide and describe the main processes, functions and operations of the school. The development and review of policies have an agreed process, so that various stakeholders are part of the consultation and review process. An enthusiastic College Council and wider parent network are encouraged to participate in the decision-making process and facilitate effective communication throughout the community.

SC1         Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2         Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3         Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4         Demonstrated high level written and verbal communication skills and high level interpersonal skills including the capacity to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5         Demonstrated behaviours and attitudes consistent with Department values, including a commitment and capacity to actively contribute to and manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning.

The classroom teacher classification comprises two salary ranges- range 1 and range 2.  The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.  The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. 

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
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 organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

- 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

• 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.