Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 1
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1485815
CAMBRIDGE PRIMARY SCHOOL PROFILE
Located in Hoppers Crossing and positioned directly within the Wyndham City growth corridor, Cambridge Primary School opened in 1992 with an enrolment of 243 children and currently has a population of approximately 670.
The learning spaces offer outstanding school facilities for our children. Our facilities also cater for the needs of our wider community. With over 46 nationalities represented in our total school population, we proudly promote and celebrate our cultural diversity, while working together as a harmonious community sharing the same values of Respect, Integrity, Self-Resilience and Excellence.
Our staff consists of 29 classroom teachers, one Principal and two Assistant Principals, four administrative office staff and six staff in specialist teaching roles (Visual Arts, Stem, Physical Education, and Italian). There are also approximately 20 staff in support roles including, Education Support Staff, Computer Technicians, Facilities Manager, Canteen Manager.
The school has a high priority in 1:1 learning involving a BYOD (iPad) program. Children use this technology regularly within the classroom, and team planning by teachers is heavily reliant on these technologies.
SC1: Educational Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in the leading and managing change including the leadership of others in the process of change.
SC2 Financial, managerial and administrative ability
Outstanding financial, organizational and resource management skills.
SC3: Planning, policy and program development and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
SC4: 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 emotional, social and academic capabilities and talents.
SC 5: Interpersonal and communication skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.
An ability to work with parents and the community to develop a strong, inclusive and high performing school community.
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
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.