Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Loddon Mallee - Central Goldfields
Reference: 1535709
1. Educational leadership
2. Financial, managerial and administrative ability
1. Outstanding financial, organisational and resource management skills.
3. Planning, policy and program development and review
4. Leadership of staff and students
5. Interpersonal and communication skills
6. Maryborough Education Centre Criterion
Leadership and Accountability¿
¿ Report directly to the Principal. ¿ Provide leadership in curriculum, teaching, and learning across the school to improve student achievement and engagement. ¿ Lead the implement of VTLM 2.0 and Victorian Curriculum 2.0 ¿ Contribute to whole-school leadership through active participation in policy development and strategic decision-making ¿ Promote culturally safe and inclusive practices ¿ Support staff wellbeing and sustainable work practices
Teaching, Curriculum, Assessment and Reporting and Instructional Leadership¿
¿ Lead the analysis of student learning data with the Teaching and Learning Leading Teachers and Learning Specialists to improve engagement, attendance, behaviour, and learning growth. ¿ Lead the consistent implementation of VTLM 2.0, focussing on goals of the SSP and AIP. ¿ Develop an implementation plan to build staff capability to embed evidence-based teaching practices into daily classroom practice. ¿ Lead the development, implementation and continuous improvement of whole-school P¿12 and Specialist guaranteed and viable curriculum. ¿ Model exemplary instructional practice. ¿ Coordinate instructional coaching and observation processes with the support of Curriculum Leading Teachers ¿ Manage assessment and reporting processes across the school, including semester reporting and learning tasks with the support of Curriculum Leading Teachers. ¿ Ensure resources are effectively used to support high-quality teaching and improved student outcomes. ¿ Ensure supported application and planning practices are embedded across all learning areas. ¿ Manage MYLNS initiative ¿ Provide curriculum documentation with supported application to support disability inclusion applications. ¿ Oversee EAL processes in collaboration with the EAL Coordinator, including identification, planning, and reporting requirements. ¿ Oversee Library o Work with staff to create a vibrant, dynamic learning space o Oversee use of collection using data to support decision making. For example; loan data from Oliver to indicated patterns in borrowing and what is not borrowed. This will inform future purchases. o Seek feedback from staff to evaluate current practices ¿ Work with timetable group to develop a staff a timetable for 7-12 ¿ Oversee diagnostic testing processes, including NAPLAN and PAT testing. ¿ Manage the use of Compass analytics, including: o Uploading and¿maintaining¿assessment data¿ o Communicating results to staff¿ o Supporting staff and students to analyse and respond to data¿
Staff Leadership and Development¿
¿ Facilitate the Teaching and Learning Implementation Team and support collaborative planning practices. ¿ Support staff to improve practice through coaching, modelling, and professional learning.¿ ¿ Lead staff through the Professional Development cycle, supporting goal-setting and professional growth.¿ ¿ Lead and support provisionally registered teachers in achieving full VIT registration. ¿ Mentor Leading Teachers and Learning Specialists to support the¿implementation¿of their work and build¿leadership capacity. ¿
Governance and Committees
¿ Oversee Professional Learning applications and present these as Consultative Committee. ¿ Excellence in Teaching and Learning Leadership Team ¿ Teaching and Learning Implementation Team
Staff Oversight
¿ ¿ Teaching and Learning Leading teachers P-6, 7-12 and Specialist ¿ Learning Specialists Best Practice 7-12 x2 ¿ Library Staff and POR Library Literacy Improvement
Typically, assistant principals perform one or more of the following functions:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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
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.
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.
Vision ¿ to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
Social ¿ community and demographics
Educational
Technological
Environmental ¿ grounds and facilities
www.mec.vic.edu.au