Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1496530
1) Vision and values
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
2) Teaching and learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
3) Improvement, innovation and change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
4) Management
Demonstrated capacity to ensure that the school¿s human, physical and financial resources are efficiently allocated and managed.
5) Development
Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
6) Engagement
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
7) Community criterion
A thorough understanding of the factors that lead to student disengagement and a demonstrated commitment, capacity and experience in creating and leading a safe and inclusive school environment that meets the learning and wellbeing needs of vulnerable 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.
Assistant Principal ¿ Strategic Partnerships, Workforce and Business Development - Responsibilities
Teaching and Learning
Support the principal to lead and manage all targeted funded initiatives ensuring all teaching and learning communications including reporting, are consistent across campuses.
Lead the Disability Inclusion Profile, ensuring that process and practices are designed to help staff and families identify the strengths, needs, and educational adjustments Oakwood Schools can make for individual students.
Partnerships
Responsibility for identifying, developing, and maintaining key partnerships that support the school¿s long-term vision, goals, and community engagement. This role involves collaborating with external organizations, community groups, businesses, and other educational institutions to enhance the school¿s reputation, resources, and educational offerings. It is the role of the Assistant Principal Strategic Partnerships and Business Development to ensures that partnerships align with the school¿s mission and objectives, contributing to the overall success of the institution and its stakeholders.
Workforce Management and Human Resources
Work with the Principal to recruit and manage the Workforce of Oakwood School. Ensure the department's strategic priorities and objectives are delivered in an efficient and cost-effective way, whilst providing for fairness in human resource management practices. Manage the credit component of the SRP and ensure Oakwood School has the resources to meet its short and long-term workforce goals.
Oversee the recruitment process, establish selection panels and ensure that department guidelines including the principles of Merit and Equity for recruitment and selection are followed.
Monitor staff attendance.
Workcover and Return to Work
As Workcover and Return to Work Co-ordinator you will support injured workers and manage workers¿ compensation claims at Oakwood School.
As Return to Work Co-ordinator you have shared responsibility to ensure injured staff are supported to achieve a safe and sustainable return to work, and to ensure the appropriate steps are taken to manage the claim.
School Facilities and Growth
Oversee and cultivate strategic partnerships with Shire Councils and building owners for leased properties, focusing on contract management, lease and licensing agreements. Work with the Business Manager and OHS and Policy Co-ordinator regarding financial agreements and ensure emergency management procedures and OHS regulations are implemented at all sites. Additionally, contribute to the planning and growth of Oakwood School¿s expansion across South-East Metropolitan Melbourne.
School Council
Facilitate the successful operation of School Council by understanding the distinction in roles and responsibilities between school council and the principal and support the effective and efficient operations of the council and the school.
Ensure School Council meet all legislative requirements including, Annual Reporting, Scheduled Meetings, Standing Orders, Agendas and Minutes. Work with the principal to engage with parents and stakeholders and co-opted members of the School Council to ensure a well-functioning school council that provides transparent governance for its community.
Communication
In this role, you'll be responsible for high-level communication across various stakeholders, including government departments like Education, Youth Justice, Department of Families, Fairness and Housing, local councils, philanthropic organizations, and community networks.
You will be responsible for all communication written on behalf of the school and will monitor it to ensure it is consistent, and of a high standard, and tailored to each audience's needs.
For government bodies, communication should be formal and policy-driven, while discussions with local councils or philanthropic organizations might strike a balance between professional and accessible language.
Your skills in this area will ensure effective communication, proactive updates, anticipating stakeholder needs, and maintaining transparency.
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.
We believe that all students should be able to thrive in mainstream school however we know that for a small percentage of students this is not always possible. Oakwood School provides opportunities for young people, of secondary school age who have disengaged from school or where a mainstream school learning environment is seen to be inappropriate to meet the young person¿s needs.
The background of students at Oakwood School is diverse but they have in common the experience of trauma in their lives through for example, violence, family breakdown and associated mental health issues. Often young people have not engaged in learning as a result of chronic anxiety, or specific learning or language difficulties.
Young people seeking enrolment at Oakwood School will usually be connected with a range of mental health, child protection or youth workers but have been disconnected for some time from schools and teachers. Oakwood School provides a safe and supportive learning environment that enables young people to reconnect with teachers and learning as embodied in Oakwood¿s intent of ¿Learning, Respect and Empowerment¿.
We believe that all students would like to be attending school and learning. We have a further strong belief that ¿students will give the best that they have got¿, in other words, if they could do better at school, they would. The intention of Oakwood School is to re-introduce students to learning to the extent that they are able to be successful and to build upon these successes to develop their learning potential and journey to a successful adult pathway.
The program is centred around a developmentally responsive personalised learning and pathway plan with a focus on the development of literacy, numeracy, social development, pursuing student¿s interests and studies of Art and Physical Education.
Oakwood School has campuses in Caulfield Park, Noble Park, Ormond, Frankston and campuses at community venues in Hastings, Rosebud, Pakenham and Mornington.
Oakwood School also runs a Senior program at Longbeach Place in Chelsea. This is a re-engagement program where students are enrolled in the Victorian Pathways Certificate. Students also have the opportunity to participate in Vocational Education and Training (VET) through a local provider. Delivery of the program is flexible to allow students to complete their certificate over several years, if required. This unique program is delivered in a non-mainstream educational setting and provides students the opportunity to experience success with learning.
The program at the Caulfield Park Community campus of Oakwood School includes Music, Food Technology, Vocational Education and Training (VET) and the Victorian Pathways Certificate.
Prior to enrolment at Oakwood School the student attends a series of meetings that enable Oakwood School staff to better understand the young person in a case-managed approach alongside parents, carers and other professionals. This gradual process also allows the student time to become accustomed to the school and teachers and to become aligned with the school values and processes. This intake process is designed to ensure that when the young person starts at Oakwood School they are prepared and ready to focus on learning.
The Oakwood School team comprises the educational leadership team of principal, campus principals, student wellbeing and teaching and learning leaders, teachers and allied health professionals, such as psychologists, mental health nurse, youth workers and administrative staff.
Oakwood School is continuing to develop across the South-East Victoria Region as a coordinated approach to engaging our most vulnerable young people with learning.