Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 4
Occupation: Principal and assistant principal
Location: Melbourne - Eastern suburbs
Reference: 1535533
(a) Vision and values
Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance.
(b) Teaching and Learning
Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration.
(c) Improvement, Innovation and Change
Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
(d) Management
Demonstrated capacity to ensure that the school's human, physical and financial resources are efficiently allocated and managed.
(e) Development
Demonstrated capacity to create a professional learning community that is focused on the continuous improvement of teaching and learning, supporting all staff to achieve high standards and commitment to their own learning and wellbeing.
(f) Engagement
Demonstrated capacity to develop positive relationships with students, parents/families and the local community and participate in and contribute to system-level activities.
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the deployment of resources provided by the Department and the school community.
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters, that the decisions of the council are implemented and that adequate support and resources are provided for the conduct of council meetings.
The principal is accountable for the overall management and development of the school within statewide guidelines and Government policies. A clear set of accountabilities, which distinguish their work from other members of the Teaching Service and the education community are set out in detail in the contract of employment.
The core accountabilities of all principals are to:
Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
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.
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
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
To be eligible for appointment as a principal a person must either:
Scoresby Secondary College is located in Knox with an enrolment around 300, which is expected to rise significantly over the next few years. The College serves the communities of Scoresby, Knoxfield, Ferntree Gully and the surrounding suburbs of Rowville, Lysterfield, Wantirna South and Boronia. The College is structured around two sub schools with each sub school established to meet the age specific needs for the different stages of their journey from early adolescence into adulthood. Junior School (Years 7,8,9) Senior School (Years 10,11, 12). A strong Code of Conduct provides for a safe and orderly environment. The College sets high expectations and promotes active participation in learning with a belief that all students can develop and achieve success across a range of curricular and co-curricular activities. It is the setting of high expectations that the College believes empowers students to aim for their personal best and take on responsibility for their own behaviour and learning. Students study a core program of English, Mathematics, Science, Humanities, Mandarin, Physical Education, Arts, Music, and Technology in the Junior School with a range of opportunities for specialisation in the Senior School. The extra-curricular program includes an exceptional voice and instrumental program, performing arts production, camps and overseas sister school, student leadership opportunities and sport. The College boasts a mix of traditional and purposeful teaching and learning facilities, a Senior School Study Centre, Resource Centre, extensive playing fields, including a four court synthetic surface, gymnasium, landscaped grounds and computer and ICT facilities throughout. The College prides itself on the establishment of partnerships with business, industry and tertiary education providers, providing authentic learning experiences for student learning and greater opportunities for student pathways and transitions. The majority of the College¿s graduates are successful in obtaining places in university and TAFE after completing Year 12.