Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 2
Occupation: Principal and assistant principal
Location: Melbourne - Southern suburbs
Reference: 1493685
Educational leadership
Financial, managerial and administrative ability
Planning, policy and program development and review
Leadership of staff and students
Interpersonal and communication skills
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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Applicants are encouraged to contact us to arrange a tour of the school and are welcome to call for a more detailed discussion about the position. Please call Jodie Pyman on 03 9546 8811.
We look forward to hearing from you.
Jodie Pyman
Principal
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Noble Park Primary School is situated Southeast of Melbourne, approximately 35.6 kilometres from the Melbourne Central Business District. We are proud of our culturally diverse and inclusive school that serves a community represented by up to 46 language groups with many families¿ recent arrivals to Australia. The current school population is 291 students with a SFO of 0.5619 serving a large proportion of students with language background other than English.
The school currently comprises of fourteen (14) classes and offers specialist programs in Visual Arts, Music, Physical Education and Science and Sustainability. The teaching staff at Noble Park Primary School comprises a range of levels of experience from recently graduated teachers through to highly experienced teaching practitioners who engage in school improvement.
The School Improvement Team comprises of three (3) principal class officers, three (3) learning specialists, one (1) speech pathologist and (1) business manager. Our middle leaders are developing their capacity to lead the school forward to ensure we are providing students with the best possible learning and wellbeing outcomes.
Our pedagogical approach is informed by evidence-based teaching practice. An explicit, evidence-based synthetic phonics program that systematically teaches children to read (Little Learners Loves Literacy) has been implemented in the Foundation-2 area over the past 2 years and has resulted in improved student outcomes. Collaborative curriculum planning, aligned to the Victorian Teaching and Learning Model 2.0, the Victorian Curriculum 2.0 and the Science of Learning, is the current focus for strengthening whole school teaching and learning approaches across the school.
Over the past two years, resources have been mobilised to support students' wellbeing and mental health. The School Wide Positive Behaviour support (SWPBS) framework has brought the whole school community together to promote a positive, safe, respectful, and responsible learning culture. Our students are encouraged to have high expectations of themselves and are supported to achieve success every day.
Noble Park Primary School¿s values are:
Noble Park Primary Schools vision is:
At Noble Park Primary School, we celebrate diversity and respect parents as active participants in their child¿s learning and development. We are committed to establishing partnerships with parents and the wider community and working with external organisations to support our families. English classes and Playgroup take place in the Community Room each week. Parents and carers are welcome to attend.