Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Grampians - Ballarat
Reference: 1543053
SC1: Educational Leadership
(i) Outstanding capacity to provide educational leadership that places student learning, wellbeing, engagement and inclusion at the centre of whole-school improvement.
(ii) Highly developed skills in leading and managing change, building staff capability and establishing consistent whole-school approaches.
SC2: Financial, Managerial and Administrative Ability
(i) Outstanding organisational, managerial and resource management skills, with the capacity to manage complex student matters, competing priorities and operational demands.
SC3: Planning, Policy and Program Development and Review
(i) Demonstrated capacity to develop, implement and evaluate programs and interventions that improve student wellbeing, engagement, behaviour and learning outcomes.
(ii) Demonstrated ability to effectively implement Department policies and processes relating to student wellbeing, inclusion, behaviour, attendance and child safety.
(iii) Demonstrated capacity to use student wellbeing, engagement and learning data to inform planning and whole-school improvement.
SC4: Leadership of Staff and Students
(i) Highly developed capacity to lead and build the capability of staff to support students with diverse behavioural, social, emotional and regulation needs.
(ii) Demonstrated capacity to lead, develop and embed whole-school approaches to student regulation and re-engagement, building staff capability and ensuring consistent practices that support students to successfully participate in learning.
SC5: Interpersonal and Communication Skills
(i) Highly developed interpersonal and communication skills, with the capacity to build positive and productive relationships with students, staff, families and external professionals.
(ii) Demonstrated capacity to manage challenging and sensitive situations with objectivity, empathy, integrity and sound professional judgement.
(iii) Demonstrated ability to work collaboratively with families and external services to achieve positive outcomes for students.
SC6: School Specific Criteria
(i) Demonstrated capacity to lead and embed inclusive, relationship-based approaches that strengthen student wellbeing, regulation and re-engagement, while maintaining high expectations for behaviour, learning and participation within a diverse school community.
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
All applicants are required to contact the principal on 0439 818 078 before submitting their application.
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.
Sebastopol Primary School was established in 1873 and is located in a residential area on the southern side of Ballarat. The school features an innovative design, with classrooms clustered around a bright central atrium and open-plan learning environments that encourage collaboration, connection and shared learning.
The school has a student population of approximately 114 students and proudly supports a diverse and inclusive school community. Many of our students come from low socio-economic backgrounds, and we are committed to ensuring every student is provided with the support, opportunities and high-quality learning experiences they need to succeed.
Sebastopol Primary School maintains high expectations for all students. We support our students to develop confidence in their own abilities, a strong sense of personal worth and the skills required to work effectively and respectfully with others.
Our core focus is on high-quality teaching and learning that leads to improved student outcomes, with a strong emphasis on literacy and numeracy. Our classroom programs are complemented by a broad range of specialist learning opportunities. Our Specialist Programs are AUSLAN, Art, Music, Physical Education and Science.
In addition to our classroom and specialist programs, we provide a range of targeted intervention and wellbeing supports designed to meet the individual needs of our students. These include our Wellbeing Hub and Music Therapy, alongside additional intervention programs that support student learning, engagement and wellbeing.
We strive to create a safe, welcoming and inclusive environment where every student feels known, valued and supported. We strongly encourage partnerships with our parents, carers and the wider community and recognise the important role these relationships play in supporting positive outcomes for our students.
Sebastopol Primary School uses a School-Wide Positive Behaviour approach to establish clear and consistent expectations across the school and support students to develop positive citizenship and social skills. We also use restorative practices when working through challenges with students and families, with a focus on taking responsibility, repairing harm and restoring and strengthening relationships.
At Sebastopol Primary School, we are committed to creating an environment where students feel safe, connected and supported to learn, grow and achieve their best.