Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1481468
With approximately 2400 students, Narre Warren South P-12 College is a culturally diverse community located on Bunurong Country in the south-east of Melbourne. The grounds and facilities are clean, modern and well-resourced, enabling engaging teaching and learning programs.
In 2025, we are focusing on establishing a safe and orderly learning environment which is underpinned by the VTLM2.0 and PCMS. Collective efficacy, clear communication and supportive collaboration actively contribute to the college's PRIDE values that are upheld by both students and staff.
As a school that has an ICSEA OF 919, we are in the15th percentile in terms of levels of advantage. Staff at NWSP12 are intrinsically motivated by the responsibility of closing the gap of advantage and are committed to the growth and success of all our students. We work towards this goal by implementing high expectations, and the development and delivery of a rigorous, coherent curriculum.
Position Description
The AP 1 - Engagement and Intervention will play a critical role in supporting the implementation of the school's priorities in relation to identifying students in need of academic and engagement support within the college. This will be achieved through a focus on screening, disseminating diagnostic and assessment data. The Assistant Principal - Engagement and Intervention will lead the implementation of evidence-based teaching and intervention practices aligned with the College's Teaching & Learning Model and the Victorian Teaching & Learning Model 2.0.
Vision
To take a leadership role in the implementation of a coherent and consistent approach to engagement and intervention across the College, underpinned by the principles of equity and excellence.
To support the implementation of multi-tiered intervention strategies across the College.
To work collaboratively and support the work of all Multi-Cultural Engagement Aide's
Key Responsibilities:
Instructional Leadership
Continuous Professional Development
Collaboration with Key Leaders & Staff
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:
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 [email protected]
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
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.