Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1482023
1. Educational Leadership
- Outstanding capacity for visionary and exemplary educational leadership
- Highly developed skills in leading and managing change including the leadership of others in the process of change
- Comprehensive knowledge of effective teaching strategies that demonstrates an understanding of how students learn
2. Financial, managerial and administrative ability
- Outstanding financial, organisational and resource management skills
3. Leadership of staff and students
- 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
4. Planning, policy and program development and review
- Demonstrated ability to implement Department policies to a high level, including the ability to manage issues related to master planning and innovative development of College resources to achieve high quality student outcomes across the school
5. Interpersonal and communication skills
- 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
6. Demonstrated leadership of a tiered Wellbeing approach
- 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 this 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 charter, policies and budget. Assistant Principals will contribute to the overall management of the school through involvement in corporate policy formulation and decision making.
- The management of a 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.
Operating in collaboration with their school, leadership and wellbeing team where relevant, the Assistant Principal will:
- Lead a whole school approach to High Impact Wellbeing Strategies and Positive Classroom Management Strategies for students, staff and families.
- Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
- Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
- Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted wellbeing support for primary school students.
- Monitor the implementation of wellbeing and learning processes, initiatives and curriculum.
- Lead the development and implementation of the Disability Inclusion initiative, ensuring learning and resources meet the needs of students with additional needs.
- Support and lead student-centred coaching.
- Lead the implementation of Mental Health in Schools.
- Build teacher, inclusion support and community capacity to understand and implement a Wellbeing Model.
- Model exemplary practice and values in inclusive education, to support the development of an inclusive school culture.
- Deliver high quality, explicit technical advice on best-practice for educators to effectively engage students in inclusive classrooms, so that they reach full participation.
- Lead and monitor the implementation of School Wide Positive Behaviour Support.
- Maintain active involvement in Wellbeing Communities of Practice with our regional team.
Typically, assistant principals perform one or more of the following functions.
- Supervision and coordination of the work of senior curriculum or level coordinators.
- Allocation of budgets, positions of responsibility and other resources within the area of responsibility.
- Supervision of the delivery of teaching programs.
- Management of programs to improve the knowledge and experience of staff.
- Responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators.
- Contribute to the overall management of the school.
- The Assistant Principal will be designated areas of specific responsibility within the overall Principal team but will be expected to assist in other areas as needed and as a collegiate team member.
The designated areas of responsibility for this position will be negotiated with the successful applicant.
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
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Detailed information on all terms and conditions of employment is available online at the Department¿s Human Resources website at: www.eduweb.vic.gov.au/hrweb/
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.
Bellbridge Primary School opened in 1987 and is situated in the rapidly growing City of Wyndham. It has an enrolment of approximately 615 students organised into single grades with approximately 65 staff. Bellbridge Primary School is proud of its commitment to provide flexible, enriching, personalised education for all students which maximises outcomes, promotes personal growth and inspires lifelong learning. Our specialist subjects include Physical Education, Performing Arts, Visual Arts, AUSLAN and S.T.E.M. (Science, Technology, Engineering and Maths).
The work we do is guided by our School Strategic Plan which can be located on our school website. We maintain an equal focus on learning and wellbeing to achieve the best outcomes for our students. The key directions for current school improvement are focused on optimising learning growth for all students, empowering students to be active agents in their learning and improving the wellbeing of all students.
A guaranteed and viable curriculum is implemented in all key learning areas, which ensures a balanced and consistent approach to teaching and learning. Our staff work within a Professional Learning Community, ensuring that regular data analysis is used to drive teaching and meet individual student needs. We are an eSmart school and maintain a strong use of Information Communication Technology (ICT) in all classrooms. Our school based 1:1 netbook program is in place for all students in Grades 4 to 6.
The school vision of 'Individual Paths, United Journey' provides the guiding principles which inform all policies, practices and values within the school. This vision is supported by the implementation of our School Wide Positive Behaviour Support (SWPBS) program, which actively promotes positive behaviours in all classroom and non-classroom settings within our school. Staff and student wellbeing continues to be a key focus, supported by our involvement in The Resilience Project¿s education program. We foster inclusive practices as guided by the Disability Inclusion framework and work with external agencies to support the learning and wellbeing of our students.
We aim to maintain strong relationships amongst students, staff, parents and the wider community. We have a strong network of student leaders, including School Captains, House Captains, Peer Mediators and our Student Representative Council. Our strong Active Travel program supports partnership with a number of community organisations, including Wyndham City Council, Bicycle Network and The Salvation Army. We foster a sense of teamwork and community engagement through a range of extra-curricular activities.