Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1514038
SC1 Demonstrate educational leadership through ¿
SC2 Interpersonal and communication skills ¿
SC3 Demonstrated ability to develop, lead, monitor and evaluate whole school planning and provision across the areas of Positive Classroom Management Strategies, Respectful Relationships curriculum and Disability Inclusion
SC4 Leadership of staff and students ¿
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.
Vision and Values
Respect ¿ Kindness ¿ Resilience ¿ Growth - Responsibility
Timbarra offers specialist programs in the Primary area in Performing Arts (Champion School for the Musical Futures Program), Visual Arts, STEM, Digital Technology and Physical Education. In addition to core curriculum areas, Timbarra offers Secondary students many co-curricular opportunities, particularly in sport and music. The Year 9 Electives program provides students with a wide variety of student choice catering for different learning styles and personal interests. Timbarra provides a unique Year 9 Melbourne Experience program and an extensive Careers and Transition Program and individual pathway guidance for students in their transition from Timbarra College P-9 to their next educational setting.
All students have access to 'state of the art' facilities including Music, Food Technology, Media, Science, Technology, Engineering, Arts and Mathematics (STEM) Centre and Sporting Hub including a three-court basketball stadium, futsal court, full sized oval and cricket nets. We offer an extensive range of technology including the Musical Futures Program (Years 5-9) a 1:1 Year 7-9 netbook program, netbook pods situated in all Learning Neighbourhoods, iPads, Media Centre equipped with iMac computers, green room (filming) and podcast facilities. Timbarra offers a College Academy Program for students in Years 5-9 in Sport (Soccer, Netball, Basketball and AFL), Music (Young Warriors) and STEM.
Timbarra offers a Prep - Year 9 sequential program in Literacy and Numeracy with a strong emphasis on student voice and responsive teaching across all levels of the College. Timbarra provides education interventions, supports and extension programs including the Literacy and Numeracy Intervention groups and the Victorian High Achievers Program (Literacy/Numeracy).
The College¿s Explicit Instructional Model ensures that all teaching staff follow an Explicit Teaching Model with an emphasis on student choice, SMART goal setting and differentiation to accommodate the needs of all students. In our Primary School classrooms, Inquiry Based units of work promote the development of high order thinking skills incorporating student¿s personal interests. The College has implemented DET Professional Learning Communities of Practice model across the school.
Timbarra College P-9 strives to develop resilient independent learners and takes pride in promoting positive and respectful relationships for all members of the school community. The College promotes a positive learning environment supporting the growth of each individual with an emphasis on student voice and agency and is committed to continually improving educational programs, facilities and resources for the benefit of all students.