Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1553046
SC1: Educational leadership
a: Outstanding capacity for visionary and exemplary educational leadership of a school.
b: Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2: Financial, managerial and administrative ability
Outstanding financial, organisational and resource management skills.
SC3: Planning, policy and program development and review
a: Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
b: Demonstrated ability to implement Department policies to a high level.
c: An understanding of and a commitment to the use of learning technologies to improve teaching and learning.
SC4: Leadership of staff and students
a: A highly developed capacity to motivate staff, develop their talents and build an effective team.
b: A clear capacity to foster a learning environment that takes account of the individual needs of students and develop their special abilities and talents.
SC5: Interpersonal and communication skills
a: Highly developed interpersonal and communication skills in individual, small group and community contexts.
b: Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
SC6: Community
a: Exemplary proven capacity to implement highly effective whole-school strategies that support positive behaviours and learning growth.
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.
Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and has gone through exciting change.
Over the past 4 years;
Our Vision and Mission is to create a school that;
Our current enrolment sits at over 800 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many senior students travelling in from further afield.
We are a medium sized College serving a culturally, ethnically and socially diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.
Our new strategic plan 2027 to 2030 has set the goals of:
Our Values of Achievement, Care and Equity underpin all our work.
Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.
Our Sports Academy program is well recognised across the state as leaders in some sports. We have a high level of success particularly in our Rugby League girls and boys program and have recently introduced Soccer to the Academy. Netball, AFLW, AFLW and Basketball are also feature sports in the program.
As one of the largest school-based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.
Our evidence-based approach to learning and teaching is underpinned by evidence and closely linked to the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.
Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
Our School Improvement Team consists of:
Leading Teachers:
7-10 Curriculum Leading Teacher
VCE curriculum Leading Teacher
Applied Learning Leading Teacher
Junior Sub-school Leader Year 7 and 8
Middle Sub-School Leader Year 9 and 10
Senior Sub-School Leader Year 11 and 12
Inclusion Leading Teacher
Learning Specialists:
Instructional practice Coach BSEM
Instructional Practice Coach VTLM 2.0
Instructional Practice Coach Learning focused feedback and Whole School Literacy
Instructional Practice Coach Whole School Data and Numeracy Implementation
Instructional Practice Coach Disability Inclusion
Our leadership team works collaboratively across 2 executive teams that take responsibility for the Annual Implementation Plan.