Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1520649
KSC 1. Educational leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
KSC 2. Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
KSC 3. Planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
Demonstrated ability to implement Department policies to a high level.
An understanding of and a commitment to, the use of learning technologies to improve teaching and learning.
KSC 4. Leadership of staff and students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
KSC 5. Interpersonal and communication skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
An ability to work with parents and the community to develop a strong learning environment.
ABOUT THE 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.
The Director of Flexible Learning is a key member of the Melton Secondary College¿s Executive Leadership Team.
This position has primary responsibility for the leadership, management, and development of the Flexible Learning Options (FLO) campus, as well as for leading re-engagement initiatives for students across the mainstream Melton Secondary College campus.
The Director of Flexible Learning will lead programs and staff that deliver high-quality, flexible educational pathways for students who require alternative approaches to learning. This includes working closely with sub-schools, student services and external agencies to ensure that all students are provided with opportunities to thrive academically, socially, and emotionally.
Within the framework of the school¿s Strategic Plan and Annual Implementation Plan, the Director will work with the Principal to make significant decisions relating to the FLO campus programs and associated engagement supports. The role requires strategic leadership to ensure that flexible and inclusive education programs are designed, implemented, and evaluated to meet the diverse needs of all students across all educational programs.
The Director will also contribute to the overall management of the FLO campus, through active involvement in policy formulation, strategic planning, and decision-making. They are also key to maintaining a culture of high expectations and high support for the FLO students and staff.
KEY RESPONSIBILITIES
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
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.
We believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else.
Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face.
Our school serves 1400 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students¿ success. We believe that together, our community has everything that our young people need to thrive in life.
We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip.
Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners.
We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out `what¿ to teach and more time focusing on `how¿ to teach the content in a way that is highly effective for their specific students.
We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive. In 2024 we are introducing a 9-day face-to-face fortnight option for our staff. This will allow them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection.
We use best-practice models to ensure deep learning. Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms. Our resource management systems are supported by partnerships with Office365, Compass and Apple through our Year 7-9 iPad program. A BYOD program is offered to our Year 10-12 students.
Students begin the day connecting in with themselves and each other in a 6-minute Morning Circle as part of our Social Emotional Learning program.
FLO CAMPUS OVERVIEW
The Melton FLO (Flexible Learning Options) campus in Kurunjang supports secondary students from Melton and Brimbank who are disengaged or at risk of disengaging from mainstream schooling, with referrals made by local secondary schools. FLO programs provide flexible, therapeutic learning environments that build literacy, numeracy and personal development, and support students to re-engage with school or transition to further education, training or employment.
The campus delivers three accredited programs:
Many students have experienced trauma and face learning, social, emotional and mental health challenges, low attendance and complex behaviours. Programs are personalised, aligned with the Victorian Curriculum (Years 7¿10) and underpinned by the Berry Street Education Model. Small classes and individual mentoring support learning across literacy, numeracy, personal development, health, the arts, technology and pathway planning, with FLIP students working closely with a VIT-registered Learning Mentor to achieve negotiated goals.
For further information, please contact Melton Secondary College Principal, Kathryn Sobey, on 9743 3322 or [email protected].