Assistant Principal-Range 2

Templestowe College Overview

At TC we believe that learning is a personal, exciting, lifelong journey, where our challenge is to discover and pursue our passions, preferably which contribute to the greater good.

TC has a population that has grown rapidally over the past 8 years, starting at 250 students to now reach a population of 1100 students in 2018. Demand for places now far outstrips supply, with another increase in student numbers for 2019.

TC 2018 – 2021 Our Vision: To co-create high quality learning experiences within an inclusive and supportive community.

In 2017 the school completed the Peer Review process in which, following on from a large amount of consultation, the new school vision and revised philosophy was derived. The school vision encapsulates the key philosophical differences of a TC education, compared to schools which operate on a traditional basis. TC is not a school where education is done ‘’to” students, but rather where they have the opportunity, in consultation with their parents, to genuinely drive their own learning.  Neither is it a laissez-faire, unstructured model of education where students do as they please, with no accountability measures. Rather we seek to allow the learner to take increasing responsibility for their own educational decisions and directions as they grow in age and maturity. @TC Students drive their own learning, co-creating the learning experiences with all members of the community.

The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school has just recently been reviewed as having met the VRQA requirements.

Innovations @TC

TC is significantly different by design. We seek for students to take control of their learning rather than wait to have education done to them. What is on offer is different from the norm and to access the program offerings many students travel significant distances.

• All students have their own 5 year Individualised Learning Program developed with the support of parents.
• Students in Entry Class select 1/3 of what they study from a range of over 20 electives.
• From the start of 2015 students are no longer referred to by Year level and instead operate within the Flexible Learning Environment, where they are able to select their program form more than 150 subject options, signed off by the Principal and their parents in accordance with Victorian Curriculum and VCAA requirements.
• Once basic levels are attained, there are no compulsory subjects but the vast majority of student will still take English and Mathematics.
• Students can devise their own Personalised Learning Projects.
• Students are able to radically accelerate and complete their schooling between 4 and 7 years based on individual needs. Students can attempt VCE subjects after entry class requirements are completed.
• All students complete their VCE or VCAL certificate over three or more years. We also have an Alternative Entry Program with Swinburne Uni where students do not need VCE to gain acceptance into Uni.
• Students can enrol in their University Degree through Open Universities whilst still at school.
• Students are strongly encouraged to complete a minimum of 10 hours HomeLearning per week which THEY negotiate with their parents.
• The school has an elite sports program in Basketball and Fustsal boasting International level coaches, Ian Stacker prior AIS men’s coach and 750+NBL games and Australian Under 17 Futsal coach Gui Costa.
• Each year, Students have the choice of three proposed starting times 7.15am to 1.15pm, 8.50am to 3.30pm and 10.30am to 5.15pm. Classes are run based upon the demand of students.
• Students are involved in staff selection panels. The AEU has been consulted regarding this.
• Student consultation is sought on every major decision within the school.
• The school runs a Montessori Adolescent Program (MAP) with around 75 students in these groups.
• We have approximately 60 international students at the school and our own on-site Language Centre.
• Students may have phones in class and are encouraged to use them for positive learning purposes.
• There are no bells.
• Students generally refer to staff by their first name and students and staff are treated with respect and equality.
• Wherever possible rules are written in such a way as they apply equally to students and staff.
• Students are employed in a range of positions including: reception, tutors for other students, maintenance, administration support, IT helpdesk, photography, graphic arts, café and canteen assistants, social media monitors and many more.
• Students are encouraged to develop entrepreneurial skills by running their own for profit businesses in partnership with the school in areas like catering, management of the performing arts centre, running the canteen etc.
• Yes is the default. That means that if a student, parent or staff member has a suggestion or request, the answer has to be yes, unless doing so would take too much time, too much money, or negatively impact on somebody else. Whilst we do have a structure that already allows students a lot of flexibility, we are happy to make adaptations and we welcome new suggestions and ideas.
• The school has a well-established tradition of celebrating diversity in all its forms.
• Students have access to both the Principal and the Assistant Principal’s mobile number. This is respected by students.
• There is negligible bullying at the school due primarily to the vertical nature of the school’s structure.

Location: TC is situated on 6 hectares of attractively landscaped grounds in the City of Manningham, in the north eastern suburbs of Melbourne (Melway ref 33D7). 

Candidates are encouraged to visit our website at

We will be offering tours of TC. The times of these, and the booking, can be found here: https://www.trybooking.com/399855

(a)          Educational leadership

(i)           Outstanding capacity for visionary and exemplary educational leadership of a school or college.

(ii)          Highly developed skills in leading and managing change including the leadership of others in the process of change.

(b)         Financial, managerial and administrative ability

(i)           Outstanding financial, organisational and resource management skills.

(c)          Planning, policy and program development and review

(i)           Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii)          Demonstrated ability to implement Department policies to a high level.

(iii)         An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

(d)         Leadership of staff and students

(i)           A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii)          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.

(e)          Interpersonal and communication skills

(i)           Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii)          Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii)         An ability to work with parents and the community to develop a strong learning environment.

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.

Typically, assistant principals perform one or more of the following functions:

   - supervision and coordination of the work of senior curriculum or level coordinators;

   - allocation of budgets, positions of responsibility and other resources within the area of responsibility;

   - supervision of the delivery of teaching programs;

   - management of programs to improve the knowledge and experience of staff;

   - responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;

   - contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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.