Address
Form of workAt TC we have a purpose to challenge the status quo so that everyone is empowered to learn.
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 1250 students in 2024. Demand for places now far outstrips supply.
This is an opportunity to join a school that prides itself on a student centred approach to innovation as it embarks on its new Strategic Plan, ¿TC: The Next Level¿.
TC Our Purpose: To challenge the status quo so that everyone is empowered to learn.
@ TC someone who is empowered to learn experiences the following:
· Agency - having the ability to be involved in setting the parameters of your own learning
· Relationships - having meaningful interactions with your peers and all other members of the Community
· Understanding - knowing that your individual needs and circumstances are considered when designing your learning
· Success - being challenged by the learning to experience personal growth
· Authenticity - doing real things that matter
How we achieve this:
· Creating opportunities
· Embracing new ideas
· Fostering an inclusive and supportive community
· Learning is more than just acquiring knowledge
· Supporting and empowering people
· Thinking outside of the box and remaining flexible
· Valuing everyone equally
In 2022, TC undertook a thorough school review consulting with all members of the community. This review found that 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. It was also found that 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 we have an innovative learning community who seek to continue to innovate and remain progressive in empowering all members of the Community to be able to learn.
With a newly developed empowered learner framework and a focus on a set of assessment measures that we have called the expanded measures of success, the school has a clear blue print of its core and explore work in order to implement our new strategic plan to ensure that the school remains at the forefront of student agency and authentic learning.
In 2019, TC was shortlisted in the Educator Awards in the category of Australian Secondary School of the Year (Government School) and continues to thrive on an innovative model of student centred education, whilst continually looking to improve. TC then was shortlisted in the same category in 2021 and 2023 as an Excellence Award Winner. In 2022 TC was named as the winner of the Schools that Excel by The Age for the Eastern region. In 2023, TC has been named as Australian Secondary School of the Year (Government) and one of our staff was named as Australian Secondary Teacher of the Year (Government).
The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process.
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.
(a) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) (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;
The successful candidate will strategically lead and oversee numerous key functions of the school, closely working alongside the other Assistant Principals to ensure that the school targets and goals are met. The successful candidate will be a proven leader whom is able to lead staff and students in the implementation of strategic programs, as well as demonstrating a knowledge about the theoretical leadership principles that underpin their decision making.
This role will specifically have responsibility for the strategic leadership and oversight of the Innovation,
Resources and People aspects of the school. It is understood that candidates will not have experience in all areas of the role responsibilities and that there will be mentoring from the current Principal group.
The duties will include:
Innovation
· Link with Future Schools and share the opportunities with staff within TC
· Ensure that the school continues to build a culture based around innovation, as well as the enactment of the empowered learner framework elements of Relationships, Agency, Authenticity, Success and Understanding
· Ensure that the school continues to look outwards through explore projects to enhance the core work of the school. This can also take the form of bringing new research or practice to the school environment
· To look for ways in which the school can gain further recognition for the community to celebrate its successes
· Through an entrepreneurial mindset, continually look for ways that the school can raise revenue to enhance the school environment and student learning opportunities
· Leadership of ¿Special Projects¿ which push the boundaries of what education can look like that may appear through the schools ¿Yes is the Default¿ rule, especially for student projects
· Proactively looking for opportunities for student special projects that would not fall under normal Victorian Curriculum
· Alongside other leaders in the school, investigate and implement ways in which the school community can continue to connect with each other, including through Community events
Resources
Whole School Operations
· Ensure that the Leading Teacher ¿ Director of Whole School Operations is supported to meet their goals
OHS
· Act as the Workplace managers representative to ensure that there is a culture of proactive and high quality care for and by all staff towards OHS within the school. Lead the OHS Committee to carry out its role.
Facilities
· Support the Facilities manager in order for them to be able to carry out the everyday role so that the school facilities are in the best possible condition
· Working with the relevant people within the school to ensure that the learning resources are of the highest possible quality for the purpose of improving student learning outcomes
· Work with the Business Manager to ensure that external hirers are using the school facilities with minimal interruption to every day school life
· Investigate and promote possible revenue raising opportunities through the hiring of school facilities
Building Works
· Manage school building works/major projects that may exist, including acting as a liaison between the school and the VSBA on any projects currently in place or in the future
ICT
· Lead the ICT Solutions Manager and the ICT Customer Service Team to ensure that the current day needs of the school are met
· Ensure that there is a strategic vision for ICT in existence for the future of ICT for TC.
Finance
· A member of the College Council Finance Committee
· Work with the Principal and Business Manager to manage the schools SRP and budgeting process.
People
· Oversee the professional development program for staff, working with the other Assistant Principals to ensure the needs of the school are met.
· Oversee the 5 year plan process for staff, in which staff individualised long term professional development program is managed, alongside the Talent Management Framework process.
· Oversee the staff induction program, alongside other leaders within the school, to ensure that staff are both technically and also culturally onboarded into the school as part of an ongoing process.
· Oversee the school recruitment process, working with the school HR manager and the other relevant leaders within the school.
Student Leadership
· Work with the relevant leaders within the school to ensure that the school Student Leadership model continues to develop and offer leadership development opportunities for students at all levels.
Specific Programs
ESDP (Elite Sports Development Program ¿ Basketball)
· Support the ESDP staff to ensure that the program continues to develop and evolve in order to remain as a leader within the space.
International Schools Program
· Oversee the International Schools Program that is currently led by our International Schools Program Leader, to support the strategic development, promotion and everyday running of the program. This may include overseas travel to promote the program.
Communication
· Ensure that the school continues to meet its communication goals, both within the community and to the Community external to TC. This will involve ensuring that TC is at the forefront of using the technologies and media available, both current and emerging.
All members of the Principal Group have the following shared responsibilities:
· Take an active part in the School Improvement Team, including in the creation, implementation and monitoring of the Annual Implementation Plan
· Act for the Principal in their absence or on other occasions as requested.
· Monitor the welfare, morale and performance of all staff.
· Support and empower leaders within the school
· Make recommendations to the School Improvement Team and Principal about school policy and strategy.
· Provide wellbeing care to staff, students and parents.
· Ensuring the efficient and effective use of school resources
· Ensure a high standard of discipline and appearance amongst students and staff.
· Make public appearances and address members of the College and local community on educational issues
· Set an excellent personal example in terms of ongoing professional development
Other duties as directed by the Principal
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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
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
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
- 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.
- 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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
