Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1488362
1. Educational Leadership
- Outstanding capacity for visionary and exemplary educational leadership
- Highly developed skills in leading and managing change including the leadership of others in the process of change
- Comprehensive knowledge of effective teaching strategies that demonstrates an understanding of how students learn
2. Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills
3. 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
4. Planning, policy and program development and review
- Demonstrated ability to implement Department policies to a high level, including the ability to manage issues related to master planning and innovative development of College resources to achieve high quality student outcomes across the school
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
6. Wellbeing and Inclusion
- Demonstrated ability to lead the strategic development and implementation of a whole school Wellbeing & Inclusion approach, including universal wellbeing intiatives, targeted inclusion strategies and Disability Inclusion.
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.
An attractive and spacious entrance to the school boasts a well-resourced library, gymnasium/multipurpose room, canteen, after school/vacation care room and staff administration area and with a designated STEAM and Art room. There are also two soft fall rubber netball/basketball courts, extensive grassed areas including an oval, two adventure playgrounds, a sand pit, shaded areas and additional asphalt areas.
The enrolment is currently around 495 and, with families moving into new areas such as the Ashfield and Rosenthal Estates, further growth is expected. Of the total student population a significant percentage identify as of Aboriginal or Torres Strait Islander descent, live in out of home care, are EAL, are on the PSD program or are students with ASD. The school has embedded practices for the diversity of parents/carers and family members to be engaged to understand the learning progress of their children and how to effectively support them to learn.
Sunbury Heights PS staff comprises of, 2 Principal Class Officers, 29 classroom teachers and 19 Education Support Staff. The school runs 19 classrooms and Specialist classes in Art, STEAM, PE, Music, LOTE and Learning Specialists which support the implementation of Professional Learning Communities. Sunbury Heights Primary School is becoming known as one that has the personnel, programs and processes in place that support students with more complex learning needs. An Engagement and Wellbeing Coordinator, ES staff, Speech Pathologist, Chaplain and Community Hub Coordinator are wellbeing interventions in place for the support of our students and families.
The school community strives to provide a positive, stimulating and secure learning environment to cater for the needs of each student as an individual. The school does this by creating a caring atmosphere that reinforces mutual respect, promotes self-esteem and develops a sense of belonging to our school. The school values teamwork, effective communication, informed decision making and community involvement. Professional learning is valued to ensure delivery of excellent and consistent educational programs through exemplary professional practices.
Purpose and Values:
Sunbury Heights Primary School remains focused on implementing the Education State themes of Learning for Life, Happy Healthy and Resilient Kids, Breaking the Link and Pride and Confidence in our schools. Our school wide belief is that ¿no child, regardless of social status or postcode, will miss out on a first class state school education.¿
Sunbury Heights Primary School is a Lead School in the implementation of Respectful Relationships and is in the third year of School Wide Positive Behaviour implementation. Our school wide values are Respect, Responsibility and Kindness. The school is committed to the safety, participation and empowerment of all children. We support and respect all children, as well as our staff, volunteers and school families. We are committed to the cultural safety of Aboriginal children, the cultural safety of children from culturally and/or linguistically diverse backgrounds, and to providing a safe environment for children with a disability. As a school we have zero tolerance of child abuse and all allegations and safety concerns will be treated very seriously and consistently with our child safety standards and robust policies and procedures.