Leading Teacher Range 3 - Community Leader

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. Dates and times, and booking, are available through the following link: https://www.trybooking.com/399855

SC1         Demonstrated high level understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of teaching and learning in accordance with the Victorian curriculum.

SC2         Demonstrated outstanding classroom teaching and leadership skills and capacity to implement high impact classroom teaching strategies, to  lead colleagues to continually improve teaching and learning and 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 commitment and capacity to actively contribute to and to manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, stills and expertise derived from ongoing professional development and learning.

Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range.  The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.

Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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.