Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Gippsland - Wellington
Reference: 1497469
KS1: Educational leadership
KS2: Planning, policy and program development and review
2.1. Exemplary values appropriate to the development of student learning with a
demonstrated capacity to achieve high quality student outcomes.
2.2. Demonstrated ability to implement Department policies to a high level.
2.3. An understanding of, and a commitment to, the use of learning technologies to
Improve teaching and learning.
KS3: Leadership of staff and students
3.1. A highly developed capacity to motivate staff, develop their talents and build an
effective team.
3.2. A clear capacity to foster a learning environment that takes account of individual needs
of students and helps students to develop their special abilities and talents.
KS4: Interpersonal and communication skills
4.1. Highly developed interpersonal and communication skills in individual, small group
and community contexts.
4.2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
4.3. 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.
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.
Yarram Secondary College offers Year 7 to Year 12 coeducation across two campuses, located 220 kilometres from Melbourne. The township of Yarram, population 2100, is a central hub for the surrounding smaller, rural and agricultural communities of Woodside, Alberton, Devon North and Port Albert.
The main campus has a large site with several ovals, sealed and covered recreational areas, and garden spaces. These surround a central core structure of 25 teaching and learning spaces, an administration block, a library, an open learning space, and a two-court shared community stadium. The smaller Devon North Campus, caters for students who have disengaged, or are at risk of disengaging from mainstream education. Our FLO campus has two teaching classrooms, a communal meeting area, a designated art space, a yarning circle and a life skills classroom.
YSC is a member of the Wellington Network of Outer Gippsland, South Eastern Victoria Region. It is the major destination for students graduating from the four local primary schools (government and catholic). It attracts 96 per cent of the intake pool at Year 7, with the nearest alternative secondary schools situated over 50 kilometres away. Total enrolment numbers have been relatively stable, currently at 330, but have started to decline. The projected numbers over the next few years are similar to this year with only small numbers coming through from our feeder schools. The school provides for students in the township and those who are bussed in from surrounding areas (approximately 160 students).
Students attending YSC, come from a range of family backgrounds, with an overall Student Family Occupation and Education index of 0.5089. There has been a notable change to economic circumstance due to the impacts of COVID, the dairy industry, and rising interest rates and this has impacted the wellbeing and provision for families. Assistance is provided through individual educational plans for Koorie students, Out of Home Care students and those on the Program for Students with Disabilities (including a specialised wellbeing and inclusion space). The current staffing profile is stable and includes: two principal class members, two leading teachers, two learning specialists and 25.9 equivalent full-time teaching staff (EFT) and 18.1 EFT education support staff.
While our school motto is `Learning for Life¿ and opportunities to `learn local, live global¿ are embraced. The tradition of developing the whole student through a balanced and differentiated academic program, which is underpinned by vocational outcomes, and a focus on social and emotional wellbeing continues. Our vision encompasses this tradition, ¿Yarram Secondary college is a school of and for the Yarram and District Community, preparing all students to develop their social, emotional and academic skills, whilst supporting, nurturing and accelerating their ability to excel in their chosen pathway¿.
YSC is structured into two distinct Sub-Schools; Years 7-9 Middle School and Years 10-12 Senior School. Each Sub-School has a clear focus and vision. The Middle Sub-School focuses heavily on the development of each student¿s academic, social, emotional and physical well-being and growth. All students in Years 7-9 participate in the Targeted Acceleration Program (TAP); a visionary reading advancement program designed by the world-renowned cognitive psychologist Dr. Carol Christenson. Students in the Middle School are exposed to all curriculum areas and participate in collaborative, inquiry subjects which build students¿ 21st century learning capabilities in Year 8 Broadening Horizons and Year 9 Community. All of our school curriculum is based upon the Victorian Curriculum, as set out by VCAA.
The Senior Sub-School has a clear focus on providing the best possible pathways for all students; whether this be tertiary study, further training, or employment. Senior Sub-School pathways include the Victorian Certificate of Education, which includes a range of Vocational Education and Training options (on and off site), and a Vocational Major. Some of our students also complete VCE units via online delivery methods through Virtual Schools Victoria (VSV), and the Victorian Virtual Learning Network (VVLN).
Enrichment opportunities are provided at YSC through art, music, chess, instrumental music, performance, productions, leadership, public speaking, camps and excursions, sport, and external online and residential academic programs in global citizenship, Maths, Science and Engineering.
When global connections are reintroduced, students will be exposed to cultural enrichment through our Sister School program in China, which involves reciprocal exchange visits, the Victorian Young Leaders to China, the Victorian Young Leaders to India program, and a biannual USA STEM Study tour, which incorporates learning opportunities at NASA. Our Year 12 students will also be offered the opportunity to take part in an end of secondary school trip to Cambodia to undertake humanitarian and environment work.