Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Barwon South West - Corangamite
Reference: 1488576
Hampden P12 School provides Special Education for Primary and Secondary school age students with mild to severe intellectual and other disabilities. It is a two campus school featuring our new P - 6 campus in Terang and our year 7 - 12 students at our Cobden campus. The School Administration is located at its Cobden campus.
The catchment area encompasses Derrinallum and Mortlake in the north, Garvoc and Nullawarre to the west, Timboon and Port Campbell to the south and Stoneyford to the east and all areas in between. Neighbouring Specialist Schools are located at Warrnambool, Colac and Hamilton.
The schools most distinguishing feature is its Baseroom style of education delivery. In keeping with this style of operation, each campus is located alongside same age regular schools. The P - 4 campus with 31 students, is located next to Terang College. Our Middle Years, 7 - 9 and Later Years 10 - 12 campus with a total of 39 students, is located on the grounds of Cobden Technical School. The towns of Cobden and Terang, in which these campuses are situated, are 24 kilometres apart. The combined enrolment in 2025 is 70.
The Baseroom operation, combined with staff dedication to achieving optimum student outcomes, continues to be the driving force of the school. The school motto the best of Both Worlds in Special education derived from this practice that underpins all aspects of the school. Through the Baseroom style of Curriculum delivery, the objective is to extend the range of educational and social options available to the students who attend Hampden P12 School. It is also to enable Hampden P12 School students and those with disabilities enrolled in host schools, to experience success within regular school environments which otherwise would not have been attainable.
These objectives are pursued within a context of respecting and valuing the aims of neighbouring and host schools, and maintaining optimum levels of dignity for students with disabilities in those schools. Hampden P12 School students have access to teaching staff with Special Education qualifications, teacher assistants and paramedical aides. Physiotherapists, speech pathologists and occupational therapists are employed on a contract needs basis. At Hampden P12 School each student is offered an individually planned education program (I.L.P.) that is based on the student¿s ability, strengths and interests and the Victorian Curriculum. These I.L.P.s are devised and implemented in consultation with specialists and parents. Parents and guardians are encouraged to work in partnership with teachers in developing positive educational outcomes for their children.
Curriculum is offered in all Victorian Curriculum Strands. Developmental Curriculum and Inquiry Learning is in operation through all levels in the school, as is Hands on Learning. The increased educational and social benefits are already well established at this school.
Specialised programs include Occupational Therapy, Physiotherapy, Speech Pathology, Swimming, Camps and Rideability. A particular feature of the school is access to a wide range of programs and curriculum areas offered by the host primary and secondary school.
A continuing objective of all Hampden P12 School operations is to further the aims of education, and in particular, special education across all schools. This is put into practice through sharing of expertise and resources that are unique to our school. It also includes the provision of support to host school students with special needs as part of the regular program at Hampden P12 School.
The school takes pride in the success of its Literacy and Numeracy programs offered across all levels of the school. These programs are enhanced by the use of increasingly sophisticated Information Technology.
SC1. Educational Leadership
1. Outstanding capacity for visionary and exemplary educational leadership of a school.
2. Highly developed skills in learning and managing change including leadership of others in the process of change.
SC2. Financial, Managerial and Administrative ability
1. Outstanding financial, organisational and resource management skills.
SC3. Planning, Policy and Program Development and Review
1. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
2. Demonstrated ability to implement departmental policies to a high level.
3. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
SC4. Leadership of Staff and Students
1. A highly developed capacity to motivate staff, develop their talents and build an effective team.
2. 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.
SC5. Interpersonal and Communication Skills
1. Highly developed interpersonal and communication skills in individual, small group and community contexts.
2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
3. An ability to work with parents and the community to develop a strong learning environment.
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.