Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1474932
Bayside P-12 College is a dynamic and inclusive multi-campus institution serving the diverse community of Hobsons Bay, located in Melbourne's vibrant western metropolitan area. With three campuses spread across Altona North, Williamstown, and Newport, Bayside P-12 College offers a continuous educational journey from Prep to Year 12. The college boasts a rich multi-cultural student body, creating a vibrant and diverse learning environment.
Guiding Principles
Bayside P-12 College is committed to:
Curriculum
Bayside P-12 College offers a well-rounded and inclusive curriculum, grounded in the Victorian Teaching and Learning Model. Students in the early and middle years follow a broad curriculum across eight learning areas, while senior students have access to a range of VCE, VM, and VET units.
Our students are encouraged to have voice and agency in their learning, with opportunities to shape their educational experience in line with the Victorian Curriculum 2.0 and VCAA-accredited studies. The college also offers a variety of co-curricular activities across its campuses, including:
Additionally, our long-standing sister school relationship with Anjo Higashi Senior High School in Japan enhances our Language Program, offering students a unique cultural exchange opportunity from Prep to Year 12.
Community Engagement
As an integral part of the local community, Bayside P-12 College is dedicated to fostering strong community ties. Our facilities are regularly utilised by local community groups, promoting mutual support and cooperation. The college partners with local industry to provide valuable work experience and work education opportunities for students.
The Victorian School of Languages also operates out of our Altona North campus, offering a wide range of Languages Other Than English (LOTE) programs. In addition, we offer a welcoming Out of School Hours Care (OSHC) program for primary students, ensuring a balanced and enriching experience for families.
Facilities
Each of the college¿s campuses is equipped with modern, flexible learning spaces designed to support a broad curriculum. Notable features of the campuses include:
Additional college-wide resources include:
1. Educational leadership
a. Outstanding capacity for visionary and exemplary educational leadership of a school or college.
b. Highly developed skills in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial and administrative ability
a. Outstanding financial, organisational and resource management skills.
3. 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.
4. 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 helps students to develop their special abilities and talents.
5. 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.
c. An ability to work with parents and the community to develop a strong learning environment.
6. Community Engagement:
a. Ability to engage with the community to maximise the opportunity to develop partnerships towards achieving positive educational outcomes for students and the wider College 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
Applications must include a full cover letter, address the Key Selection Criteria, a curriculum vitae including personal details (name, address and contact numbers) and the contact details of three professional referees.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.