Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1506222
Lynbrook Primary School is situated within the City of Casey and is part of the South East growth corridor. The school opened in 2005 and has a current enrollment of 780 students. It has an enrollment boundary in place to limit its overall enrollment which is predicted to be relatively stable.
The school and its local community are serviced by large open parks, a lake and a shopping/services precinct. The school's SFOE is 0.3868. In the majority of homes, both parents work. Before and after school care is outsourced and more than fifty children attend regularly.
The purpose of this school is for all children to experience success every day, assisted on their way by the development of core values: Growth mindset, Respect, Empathy, Attitude and Teamwork - our school GREAT values. The school seeks to engage students intellectually, socially and emotionally by providing a range of experiences designed to enable students to recognise and utilise their abilities and achieve the highest possible outcomes. An integrated inquiry approach is taken, where learning occurs in a real and worthwhile context, deeply connected to the world they live in, and acknowledges existing skills.
The school is culturally diverse with over 40 different languages being spoken at home; approximately 50% of our students have a Language Background Other Than English. The school celebrates diversity with pride and promotes tolerance, understanding and caring. Students report that they feel welcome and safe at the school regardless of their home cultures.
Parents have a high regard for education.
The school has modern and well-resourced facilities including a Performing Arts Centre and full size gym. Facilities and grounds are well maintained and reflect the pride staff and students have in their learning environment. All classrooms are well equipped to enable the use of learning technologies. The play areas are large and the school has access to a large oval which is shared under a Joint Use Agreement with the City of Casey.
The staffing profile includes three Principal Class, two Leading Teachers, four Learning Specialists and fifty-seven teachers. Thirty-two Education Support Staff are deployed in various roles throughout the school including supporting the the inclusion of students with additional needs.
Staff work together as Professional Learning Teams guided by a Sub School Learning Specialist. There is a focus on data driven decision making fed by a well-established set of assessment tools. Our teams have ownership of the whole cohort of students rather than just their own individual classes.
The students are organised into thirty-six grades. Specialist learning includes Music, Art, Physical Education and Library. Our Language Other Than English (LOTE) is Auslan - Australian Sign Language - which has been a feature of our school since it opened in 2005. Outdoor Education is a strength of the school with a fleet of school-owned Stand Up Paddleboards, Bikes, and Tents. A choir of nearly 100 rehearses each week as does a Year 6 Rock Band. Children are guided to learn to play kazoo, recorder, ukulele, keyboard and african drums during their music lessons. The school is an active participant in district sport competitions as well as providing opportunities for students to participate in performing opportunities through Rock Band, School Choir, Harmony Day and other school wide activities.
The school provides a comprehensive curriculum drawn from the Victorian Curriculum with a strong focus on English and Maths. Curriculum initiatives include Read Write Inc for teaching Systematic Synthetic Phonics and early reading and writing skills, and the use of `Teaching Primary Mathematics' as the basis for all Maths planning. We follow the approach `Talk for Writing' which supports the development of writing fluency and sophistication while also enhancing vocabulary development in Speaking and Listening, Reading and Writing. We use SMART Spelling as a structure for extending students' phonic and morphemic understanding of the written system of the English language.
In addition to the comprehensive classroom programs offered in English and Maths, an integrated classroom curriculum program addresses the other curriculum areas under Humanities, Technologies, Science and the Capabilities. These curriculum areas are also cross referenced with the literacy program to ensure sufficient time is allocated to address the content. Interdisciplinary, Personal and Social Learning are addressed within these curriculum areas and supported by a range of Outdoor Education opportunities, camps and excursion initiatives.
1. Educational Leadership
Demonstrated outstanding capacity of leadership fo teaching and learning, with a proven record of leading evidence-based instructional practice and achieving improved student outcomes across a school.
2. Knowledge and Expertise
Deep understanding of VTLM 2.0 with particular focus on Enabling Learning, Explicit Instruction, and the use of Formative Assessment with the ability to embed these consistently across classrooms.
3. Data-Informed Practice
Demonstrated capacity to lead data analysis at a whole-school level, using assessment information of different types to inform teaching, track growth and drive intervention and extension.
4. Staff Development and Capacity Building
Proven ability to coach, mentor and lead teachers and leaders, building professional capacity and collective responsibility for student learning.
5. Strategic Leadership and Change Management
Demonstrated capacity to contribute to strategic planning, implement school improvement initiatives, and manage change processes that result in measurable improvement.
6. Interpersonal Communication Skills
Highly developed interpersonal and communication skills with the abiliity to build positive relationships, foster collaborative, and manage staff performance effectively.
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.
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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To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.