Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Inner South East suburbs
Reference: 1527694
SC1 Educational leadership
SC2 Financial, managerial and administrative ability
SC3 Planning, policy and program development and review
SC4 Leadership of staff and students
SC5 Interpersonal and communication skills
SC6 Community - School and Educational
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.
Ashwood School is a coeducational specialist school for 137 primary and secondary aged students and aspires to be a centre of excellence and a school of first choice in the field of special education. Our purpose is to develop independent learners who achieve their maximum learning outcomes through the delivery of a focused and engaging curriculum that enables students to achieve their potential. Students at Ashwood are assessed as having a diagnosis of a mild intellectual disability and come from a wide geographical area including the municipalities of Monash, Boroondara, Manningham, Stonnington, Whitehorse, Glen Eira and Bayside. The school provides a supportive yet challenging environment that equips students with mild intellectual disabilities with the skills and knowledge to become valued members of the community. Students are grouped into three departments: Primary, Secondary and Senior Secondary. Individual Education Plans engage students to achieve their personal best concentrating on building academic, social, communication, independence and employability skills to ensure a successful post school life.
The school has a strong focus on student voice and agency. Students are encouraged to voice their opinions and ideas in class, department meetings, school assemblies, community events and educational forums. Our student leadership program begins in the Primary Department as students voice their choices of educational activities, assist as classroom monitors and as Department Captains. In the Secondary Department students are leaders for the Duke of Edinburgh program, Visual Arts House leaders, and leaders for Bike Education and Technology programs. In the Student Transition Education Program Department, students take on leadership roles in the areas of Performing Arts, Sports, the Student Representative Council and the Student Environment Committee. Student representatives from each class across the school form the committees and meet regularly. Our four School Captains have a pivotal role in leading school assemblies and encouraging student voice and participation in school led activities. Student leaders work with staff in the planning and implementation of events. Ashwood students have made suggestions and led change in a variety of curriculum areas and programs including the GO program, RIPOR Days, Student Wellbeing Week and celebrated cultural and community days. Ashwood student leaders support each other to have a valued voice in their school life.
All students at Ashwood School work hard to follow the school values: Respect, Integrity, Passion, Optimism and Responsibility - RIPOR and the RIPOR expectations: Be a Learner, Be Safe and Be Responsible. The teaching and learning programs for every student have a focus of learning embedding the school values into their day to day lives. Our students show `Respect¿ when they care for and are considerate to others, their environment and themselves. They show `Integrity¿ when they are honest, trustworthy and fair. They show `Passion and Optimism¿ when they are confident, persistent, resilient and enthusiastic. They show `Responsibility¿ when they take charge of their actions and words and actively contribute to the school and wider community. Ashwood students benefit from the range and diversity of quality educational programs and the school maintains class sizes that reflect the learning needs of students.
Ashwood School promotes and presents a positive community image encouraging parent and community involvement and all new parents are matched with a parent buddy. The school benefits from a large staff who are highly experienced and qualified in Special Education. The teaching staff are supported by experienced teacher assistants. The school has 2 Principal Class, 32 Teachers and 22 Education Support Staff inclusive of part time staff. The performance and development goals of every staff member are aligned with the school¿s priorities, and we continue to prioritise investment in staff professional learning to enhance development in improving teacher capabilities and support staff to further their studies in the field of Special Education.