Templestowe College is located 17 km east from the centre of Melbourne in Lower Templestowe, on Wurundjeri country. It is easily accessible by car from the Eastern Freeway and any of the major roads in the Northeast of Melbourne. It is also supported by an extensive bus network that operates around the school
The school is on 6.5 ha of land and incorporates significant green space, including a well-developed permaculture garden and a small farm. We also have extensive facilities in the arts, performing arts, technology, science, and a single court sport stadium with fully equipped fitness centre.
School profile
Over the last 15 years the school has transformed from a school of last resort to a thriving community, where we now have approximately 1250 students and demand for places outstrips supply. We continue to improve and innovate by having a clear focus on both learning and wellbeing.
The learning environment promotes success in multiple ways based on our belief that every student should be achieving their best by embracing opportunities that are available at Templestowe College. Students have control over their learning program in our Flexible Learning Environment (FLE) that operates from year 8-10, and into our VCE programs. The FLE has more than 150 subjects from which to choose. This is a significant part of the approach we take at the college where student voice is at the centre.
The recent school review has identified the need for the school to refocus its work on student outcomes, to improve VCE and NAPLAN results, whilst maintaining its excellence in areas such as wellbeing, inclusion, student voice and agency, and the provision of a calm and orderly learning environment.
A strength of our college is the excellent relationships that exist between the students and the staff at the school. Staff are committed to supporting the academic progress and wellbeing of students where strong, respectful relationships are the basis for all communication. Students are encouraged to interact closely with their teachers and seek help at any time.
Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.
KSC 1 - Educational leadership
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Outstanding capacity for visionary and exemplary educational leadership of a school or college.
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Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2 - Financial, managerial and administrative ability
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Outstanding financial, organisational and resource management skills.
KSC 3 - Planning, policy and program development and review
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Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
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Demonstrated ability to implement Department policies to a high level.
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An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
KSC 4 - Leadership of staff and students
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A highly developed capacity to motivate staff, develop their talents and build an effective team.
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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.
KSC 5 - Interpersonal and communication skills
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Highly developed interpersonal and communication skills in individual, small group and community contexts.
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Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
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An ability to work with parents and the community to develop a strong learning environment.
KSC 6 - Local criteria
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Demonstrated capacity to lead and sustain improvement in engagement and wellbeing, building the capability of others and contributing to a positive, collaborative and high-performing culture in a secondary environment.
The Assistant Principal Engagement & Wellbeing provides strategic leadership of student engagement and wellbeing, contributing to college improvement and the collective leadership of college priorities in partnership with the Principal Team.
The role leads the Senior Wellbeing and Engagement for Learning Team, and provides strategic oversight of the systems, resources and partnerships that support student engagement and wellbeing, ensuring student support structures operate as a coordinated and integrated framework that promotes participation, belonging and successful completion.
As a member of the Principal Team, the role provides leadership across the college and ensures alignment between the work led by the Executive Leadership Team to support student engagement, wellbeing, and learning. The role builds leadership capability, provides line management and strengthens collaboration, accountability and continuous improvement across the portfolio.
Reports to: Principal
Core responsibilities
College leadership and strategic improvement
Provide collective leadership of college priorities in partnership with the Principal Team.
Lead strategic planning, decision-making and continuous improvement within the portfolio, ensuring priorities are aligned to the School Strategic Plan, Annual Implementation Plan and broader improvement agenda.
Work collaboratively with other Assistant Principals and college leaders to ensure aligned, coherent and integrated approaches to college improvement.
Wellbeing and Engagement support systems
Lead the design, implementation and continuous improvement of an integrated student support framework that aligns Student Engagement and Wellbeing.
Ensure clear governance, accountability, roles, responsibilities and decision-making processes across student support systems to support coordinated and effective responses to student needs.
Establish consistent approaches to case management, intervention, escalation and support planning, and ensure student support structures operate as a cohesive and connected system.
Provide strategic leadership of systems that strengthen participation, attendance, engagement, and belonging.
Lead strategic wellbeing and engagement strategies that strengthen belonging, safety, inclusion and positive culture.
Maintain strategic oversight of Child Safety systems and practices that promote safe, inclusive and supportive learning environments.
Promote proactive, preventative and responsive approaches that support student connection, achievement and successful completion.
Ensure inclusive practices are embedded across student support and teaching and learning systems.
Wellbeing and alternative provision
Provide strategic leadership of Wellbeing.
Ensure effective referral, intervention, re-engagement, case coordination and support pathways for students requiring additional support.
Maintain strong partnerships with families and carers, community organisations and external agencies to strengthen student engagement, wellbeing and successful completion.
Resource and portfolio management
Lead the effective planning, allocation and monitoring of staffing, workforce capability, funding and resources across the portfolio.
Ensure resources are aligned to student needs, college priorities and evidence-informed practice.
Monitor performance, evaluate impact and use data to inform decision-making, service delivery and continuous improvement.
Staff leadership and support
Provide leadership and strategic direction for the portfolio.
Build leadership capability, establish clear expectations and support effective performance and continuous improvement across the portfolio.
Foster collaboration, professional trust and continuous improvement through coaching, feedback, professional learning and shared leadership.
Applicants should demonstrate outstanding leadership capabilities, including the ability to guide and motivate teams, exercise effective decision-making, and foster a culture of achievement and continuous improvement.
Appropriately qualified individuals must be currently registered or eligible for registration with the Victorian Institute of Teaching.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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All staff employed by the department and schools have access toa broad range of employment conditions and working arrangements.
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Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
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A probationary period may apply during the first year of employment and induction and support programs provided.
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Detailed information on all terms and conditions of employment is available of the Department¿s Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/defaults/aspx
Please ensure that your application includes:
A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
A section addressing the selection criteria and the requirements for application under the Who may apply section
Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
