Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1543406
Location Profile
Wayi School is a Government P-12 specialist school in Craigieburn providing educational programs for students with disability and high needs who have mild to profound intellectual disability.
Wayi School is committed to providing a safe, supportive and inclusive environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school, and parents and carers to support student learning, engagement and wellbeing. We share a commitment to and a responsibility for, creating an inclusive and safe school environment for our students.
'Wayi' is a Woi-wurrung word of the Wurundjeri people meaning `us¿ - which represents the vision for our school perfectly.
We plan to work together, in partnership, supporting our students as a team. We know that our students will benefit from the efforts, expertise, and commitment from all of 'US' - including family, educators, and community.
The Wayi School vision is to empower and inspire every member of our learning community. We are committed to creating innovative learning environments that nurture and develop all students through an ability and strength-based approach.
Through collaborative partnerships we provide learning that is individualised and holistic to ensure our students become valued and contributing members of their community.
We believe in empowering our staff to work autonomously in a collaborative and supportive team environment that encourages personal growth and development.
Wayi School's core values include Voice, Choice and Independence.
Voice - We believe communication underpins all areas of learning and life, and everybody has the capacity and the right to communicate.
Choice - We promote agency, enabling everyone to make choices and decisions that influence events and their world.
Independence - We strive to prepare all students to become lifelong learners and responsible citizens ready to meet the challenges of the future.
Teaching & Learning
Wayi School is committed to developing learner independence, by purposefully using the students skills and interests to promote the creation of new skills. We identify the abilities that are unique to individual students and employ a team approach that focuses on the development of skills and practices that promote lifelong learning, independence, communication and agency. Teachers, Allied Health and Education Support staff work collaboratively with the students and their parents/carers to develop Individual Education Program (IEP) goals for each student, that are meaningful and relevant for that student. ICT is used extensively to provide rich educational experiences and enhance independence.
Student Wellbeing
Wayi School has developed a range of strategies to promote engagement, an inclusive and safe environment, positive behaviour, and respectful relationships for all students in our school. We recognise the importance of student friendships and peer support in helping children and students feel safe and less isolated. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn. SW-PBS and Trauma Informed Practice are foundations initiatives at Wayi School.
Professional Development
Successful applicants may be required to work throughout the school, from Foundation to Senior Secondary; however, the professional preferences, experience, skills and aspirations of individual teachers will be considered and attempted to meet.
The Assistant Principal / Community Engagement in Learning will lead a whole-school approach in which the community becomes an extension of the learning environment. Through purposeful partnerships with families, schools, businesses, services and community organisations, this will include but is not limited to: create opportunities for students to learn in, participate in and contribute to their communities.
The ultimate purpose of the role is to ensure that students develop the knowledge, skills, confidence, relationships and experiences required to participate meaningfully in life beyond school.
Selection Criteria
SC1. Educational Leadership- Outstanding capacity for visionary and exemplary educational leadership of a school.
- Highly developed skills in learning and managing change, including leadership of others in the process of change.
- Outstanding financial, organisational and resource management skills.
- Exemplary values appropriate to the development of student learning, with a demonstrated capacity to achieve high-quality student outcomes.
- Demonstrated ability to implement departmental policies to a high level.
- An understanding of, and commitment to, the use of learning technologies to improve teaching and learning.
- A highly developed capacity to motivate staff, develop their talents and build an effective team.
- A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
- Highly developed interpersonal and communication skills in individual, small-group and community contexts.
- Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
- An ability to work with parents and the community to develop a strong learning environment.
- Demonstrated ability to lead a whole-school approach to community-engaged learning, including the development of purposeful partnerships with families, schools, businesses, services and community organisations that create authentic opportunities for students to learn, participate and contribute within their communities.
Role
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.
Responsibilities
Building Communities
The Assistant Principal / Community Engagement in Learning will lead the schools approach to building strong, reciprocal and sustainable relationships with the broader community.
This will include but is not limited to:
Develop and implement a strategic approach to community engagement that aligns with the school¿s Annual Implementation Plan, Strategic Plan and teaching and learning priorities.
Identify opportunities for community partnerships that enhance student learning, wellbeing, engagement, independence and inclusion.
Establish sustainable relationships with local businesses, community organisations, sporting and recreational organisations, local government, education providers and other community stakeholders.
Increase opportunities for students to participate meaningfully within their local community.
Ensure community engagement experiences have a clear educational purpose and are connected to individual student learning goals and curriculum priorities.
Develop opportunities for students to practise and generalise skills learned at school within authentic community environments.
Strengthen community understanding of the capabilities, aspirations and contributions of students with disability.
Identify community facilities, expertise, resources and services that can enhance the educational opportunities available to students.
Develop partnerships that reduce barriers to participation and increase students¿ access to their local community.
Promote community cohesion, inclusion and a sense of belonging for students and their families.
Parents and Carers as Partners
The Assistant Principal will lead approaches that recognise parents and carers as essential partners in student learning, development and future planning.
This will include but is not limited to:
Develop a whole-school approach to meaningful parent and carer engagement.
Strengthen communication and collaboration between families and the school.
Create opportunities for parents and carers to contribute their knowledge, experience and perspectives to their child¿s educational program.
Support staff to develop productive, respectful and solution-focused partnerships with families.
Strengthen connections between learning occurring at school, at home and within the community.
Develop opportunities to build parent and carer understanding of school programs, curriculum, student learning and approaches to supporting independence.
Seek and respond to parent and carer feedback to inform school improvement.
Develop opportunities for families to participate in school activities, events, workshops and community initiatives.
Support families to understand and navigate key transition points throughout their child¿s schooling.
Promote shared responsibility between students, families and the school for student learning, engagement and wellbeing.
Networks with Schools, Services and Agencies
The Assistant Principal will develop and maintain effective partnerships with organisations that can strengthen student outcomes and expand the support available to students and families.
This will include but is not limited to:
Developing partnerships with other specialist and mainstream schools.
Actively participating in and strengthening relationships with the school¿s Community of Practice (CoP) and relevant professional networks.
Establishing relationships with community-based organisations and service agencies.
Developing partnerships with government and non-government organisations.
Building relationships with further education, training and employment providers.
Developing connections with employers and organisations that can provide authentic workplace learning and employment-related experiences.
Establishing clear and sustainable processes for working with external agencies.
Supporting appropriate referrals and connections between students, families and relevant services.
Sharing effective and evidence-informed practices across networks.
Identifying opportunities for collaborative projects, professional learning and resource sharing.
Building common understandings between the school and external partners regarding the needs, capabilities and aspirations of students.
Community Engagement in Teaching and Learning
A central responsibility of this position is ensuring community engagement is embedded within teaching and learning rather than operating as a separate school activity.
The Assistant Principal will work collaboratively with curriculum leaders, teachers, education support staff and therapy teams to:
Connect community experiences explicitly to curriculum and individual student learning goals.
Develop authentic learning opportunities within community settings.
Support students to transfer and generalise skills across school, home, community and workplace environments.
Embed community access, independence and participation within curriculum planning.
Develop learning opportunities focused on communication, social interaction, travel, personal safety, functional literacy and numeracy, self-advocacy and independence.
Support teachers to use community environments as purposeful learning environments.
Establish clear learning intentions and measures of progress for community-based programs.
Evaluate whether community programs and partnerships are having a measurable impact on student outcomes.
Ensure programs are responsive to the diverse abilities, communication needs and support requirements of students.
Pathways and Transition
The Assistant Principal will provide strategic leadership in developing partnerships that prepare students for life beyond school.
This will include but is not limited to:
Strengthen pathways between school, further education, training, employment and community participation.
Establish relationships with employers and community organisations that provide meaningful opportunities for students.
Increase opportunities for workplace learning and exposure to different industries and occupations.
Support the development of students employability, communication, independence and workplace skills.
Develop partnerships that raise expectations and aspirations for students with disability.
Support students and families to understand available post-school options.
Develop sustainable networks that students and families can continue to access beyond their time at school.
Work collaboratively with relevant school leaders and staff to strengthen transition planning.
Promote student voice, choice and aspirations when considering future pathways.
Safe Global Citizen
The Assistant Principal will be responsible for developing a strategic and sustainable model of engagement.
This will include but is not limited to:
Mapping existing school-community partnerships and identifying gaps and opportunities.
Developing a Community Engagement in Learning Plan with clear priorities, actions and measures of success.
Establishing processes for initiating, approving, documenting and evaluating partnerships.
Maintaining an overview of community partnerships across the school.
Ensuring partnerships have clearly identified educational outcomes rather than being based solely on availability or historical practice.
Evaluating the effectiveness and sustainability of partnerships.
Collecting and analysing data relating to family engagement, community participation and student outcomes.
Reporting progress and impact to the Principal Class Team and relevant governance structures.
Identifying successful initiatives that can be expanded across the school.
Leadership and Staff Capability
As a member of the Principal Class Team, the Assistant Principal will contribute to developing the collective capacity of staff.
Responsibilities will include but not limited to:
Modelling high expectations for student learning, participation and independence.
Coaching staff to strengthen their engagement with families and community partners.
Supporting staff to develop confidence in community-based teaching and learning.
Promoting collaborative planning and collective responsibility for student outcomes.
Facilitating professional learning relating to family partnerships, community engagement, transitions and pathways.
Supporting teams to use an inquiry approach when developing and evaluating community-based programs.
Building staff understanding of how community engagement contributes to curriculum implementation and student learning.
Identifying and sharing examples of effective practice across the school.
Student Voice, Agency and Inclusion
The Assistant Principal will ensure students remain central to decisions regarding community engagement and future pathways.
This will include but is not limited to promote:
Student voice and choice in community activities and learning experiences.
Opportunities for students to identify interests, strengths and aspirations.
Increasing independence and self-determination.
Authentic opportunities for students to contribute to their community.
High expectations for what students with disability can achieve.
Dignity, inclusion and equitable access to community experiences.
Development of students' confidence and capacity to advocate for themselves.
Community partnerships that recognise students as active participants rather than passive recipients of support.
Who May Apply
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Other Information
Applications should be prepared in a standard font such as arial or Calibri at size 11 or 12.
Applicants are advised to include:
A cover sheet providing the name of applicant, VIT number, home and email addresses, telephone number where applicant can be contacted during business hours
A specific response to each of the six selection criteria with no more than one page per criterion
A separate CV that is a summary of experience and qualifications
The name of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant
Applicants should ensure they submit their cover letters, CV's and selection criteria all in ONE document.
Document should be saved as the applicant's name
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.