Assistant Principal-Range 1 - Wellbeing and Disability Inclusion

Assistant Principal-Range 1 - Wellbeing and Disability Inclusion

Department of Education Victoria – Melbourne VIC

22h ago , from Department of Education & Training Victoria

Albion Primary School was established in 1926 and is celebrating its 100th anniversary this year. The school is located the western suburbs of Melbourne and is part of the Deer Park/Sunshine Network of Schools, in the Brimbank/Melton area. We currently have 207 students enrolled and 25 school staff members including nine education support staff. Our staff are committed to providing the best possible learning environment for our students. Teachers work closely to develop their capacity to provide a curriculum that has students at the centre of all teaching and learning.

Our school is culturally diverse with 44% of families having a language background other than English (LOTE), and 4% of these from refugee backgrounds. We do not have one dominant cultural group, rather there are over 30 languages represented at the school. We are very proud of our diverse and inclusive school community. The total school population comprises approximately 48% females and 52% males; Student Family Occupation (SFO) Index is 0.52 (medium), SFOE Index is 0.39 (medium).

The school places a high priority on the learning of literacy and numeracy. Specialist programs include: library (with a teacher librarian), physical education, visual arts and Auslan. We are also sponsored through the Australian Children's Music Foundation with a teacher to provide music classes for all students. Other extra-curricular activities may include: a biennial whole school performing arts production and art show, Junior School Council (JSC), bike education, interschool sports, camping program, gardening and cooking. Children are provided with access to portable Wi‑Fi devices including netbooks and iPads to support their learning. Each classroom has an interactive touch screen connected to the school's curriculum network.

Our school's Student Engagement and Wellbeing Policy reflects our school commitment to embedding the school values of respect, care, honesty, learning and achievement in all areas of teaching and learning. We have a consistent approach to the management of student behaviour. Our school believes that student wellbeing, engagement and student learning outcomes are inextricably linked. We also acknowledge our strong relationships with the parents, guardians and broader school community and value them as being partners in learning.

We strive to provide a nurturing and challenging environment that empowers students to reach their personal best, both academically and socially. We strive to live up to the school motto of 'Aim High' in all we do.

Selection Criteria

SC1: Educational Leadership: Visionary educational leadership and a strong capacity for leading and managing change

SC2: Financial, Managerial, and Administrative Ability: Advanced resource management, organisational skills, and the ability to handle complex operational demands and student matters

SC3: Planning, Policy, and Program Development and Review: Commitment to high-quality student outcomes, implementing Department policies, and utilising data and technology

SC4: Leadership of Staff and Students: A high ability to motivate and develop staff to build effective teams, and foster an inclusive, positive learning environment for all students while considering the individual needs of students

SC5: Interpersonal and Communication Skills: Exceptional communication across various contexts, including individual, small group and community contexts, collaborative engagement with parents/services, and core personal qualities such as integrity and empathy.

SC6: Student Wellbeing, Engagement and Disability and Inclusion Skills: Outstanding capacity to lead improvement in student wellbeing, engagement and disability inclusion processes by building the capability of staff, strengthening whole‑school systems and ensuring that every learner is supported to participate, belong and achieve

Role

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.

Responsibilities

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;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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 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*******@education.vic.gov.au

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.

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 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

DE Values

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

Other Information

• 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

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.
• 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

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• 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
• 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 atRecruitment in Schools.

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