Learning Specialist Range 3 - Entrepreneurship

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 of 1100 students in 2018, increasing from 1000 in 2016. 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 www.tc.vic.edu.au for further information on TC.

Tours of TC are available. More information on dates and times, and for booking, can be found at: https://www.trybooking.com/399855 

SC1      Demonstrated ability to successfully lead the implementation and evaluation of learning and teaching programs, inclusive of evidence based pedagogical approaches, curriculum implementation, and effective assessment and reporting, in accordance with the relevant (or equivalent) Victorian Curriculum F–10, Victorian Certificate of Education and Victorian Certificate of Applied Learning.  

SC2      Demonstrated outstanding classroom teaching skills and capacity to model high impact classroom teaching strategies and lead colleagues to improve their teaching and learning to enable all students to achieve their full potential.

SC3      Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

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

SC5      Demonstrated capacity to reflect critically upon their own professional practice and apply the knowledge, skills and expertise derived from ongoing professional learning to enable the further development of others’ professional practice.  

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.  Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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.