English

Taylors Lakes Secondary College commenced classes in 1992. The 2026 enrolment is expected to be at approximately 1300 students across years 7-12. The College is single campus and is situated on approximately 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club. The school is located approximately 22 km north-west of Melbourne G.P.O. The College is part of a multi-cultural community.

During 2025, we completed our School Review. Our Strategic Plan for the period 2026 -2029 has been developed, focusing on student achievement, engagement, connectedness, health and wellbeing. Curriculum and assessment development, together with effective instruction and feedback, is crucial to further drive improvement. The College has begun implementing a whole school model to support these strategies, including a major focus on differentiation, student voice and agency, and a culture embedded with academic rigour and high expectations.

Our TLSC Learner Model highlights our commitment to developing life-long learners, incorporating the e5 Model, wellbeing, and essential skills such as character, communication, citizenship, collaboration, creativity, and critical thinking. We value learning and growth for all students and staff. In 2024, we commenced a greater focus on three pillars: Reading and English, Numeracy and Maths, and VCE Improvement. The leadership team supports all staff to improve their classroom instruction in these areas, leading to significant growth in student outcomes.

The College has various curriculum-based programs to support students and enhance engagement in their learning. The Learning Enhancement and Advancement Program (LEAP) is now operating in its tenth year. There is a strong instrumental music and dance program that utilises the Performing Arts facility, as well as a Football Academy incorporating both AFL and Soccer. We continue to emphasise student connectedness to school, particularly looking at attendance, development of student management procedures, and providing a broad range of student wellbeing and pathways options.

Digital (BYOD) learning is embedded across the college using netbook computers, with an expectation that teachers will use ICT to enhance teaching and student learning. Our leadership profile supports the accountability framework associated with the Strategic Plan. Accountabilities of Leading Teachers and Learning Specialists align closely to key improvement foci within the Strategic Plan and Annual Improvement Plans.

The College is committed to a common documented curriculum, based on collaborative planning and evaluation. There is a history of curriculum innovation and a strong culture of promoting professional learning to enhance student learning outcomes. Professional Learning Teams support building staff capacity, and teacher coaches work alongside other teachers.

Our assessment and reporting policy is consistent across all learning areas, utilising a continuous reporting model where parents receive progress reports every 6 weeks and an end of semester report. A Learning Support Program targets students experiencing literacy and numeracy deficits, operating at both individual and group levels. There is a strongly supported Inclusive Program for students with disabilities, with access to psychologists, social workers, and allied health staff.

The co-curricular program is strong, with many camps operating at different levels. Interschool sport is diverse and comprehensive. An extensive student leadership program operates at all levels, along with a school production and a large lunchtime activities program. Applied learning programs have commenced and will continue to be a focus. Afterschool homework clubs attract high participation. The College has exchange programs with sister schools in Japan and Italy.

Teachers are central to providing high-quality education. Good quality teaching programs are supported by quality education support staff. The school recognises its responsibility to induct, support, motivate, and resource staff at a high level, maintaining a strong commitment to professional development.

Staff are required to participate in the performance development process set by the department, committing to further develop teaching strategies for improved student learning outcomes. All staff are expected to be computer literate and enhance learning technology in their teaching. Teachers must support the BYOD learning program and use the school’s integrated electronic communication and management package (Compass).

The College has completed various building projects over the last 10 years, including upgrades to administration, staff facilities, and computer service centre. The Performing Arts area has expanded, and there have been major upgrades to food technology and library areas. The school grounds continue to be developed with landscaping, seating, shade areas, and upgrades to student toilets and change rooms. In 2023, the college upgraded its sporting facilities.

Selection Criteria

• Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills.
• Demonstrated experience in responding to student learning needs.
• Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
• Demonstrated experience in monitoring and assessing student learning.
• Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
• Demonstrated interpersonal and communication skills.
• Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues, and the broader school community.
• Demonstrated behaviours and attitudes consistent with Department values.
• Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Responsibilities

• Direct teaching of groups of students and individual students.
• Contributing to the development, implementation, and evaluation of a curriculum area or other curriculum program within the school.
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal.
• Participating in activities such as parent/teacher meetings, staff meetings, camps, and excursions.
• Undertaking other non-teaching supervisory duties.

Diversity and Inclusion

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.

Child Safe Standards

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.

Conditions of Employment

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.

Qualification Requirements

The person must have provisional or full registration approved by the Victorian Institute of Teaching.