Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 6
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1525379
(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:
Viewbank College is a dynamic learning environment for students in Year 7 to 12. It is a coeducational College situated in the NW Region and the current enrolment is 1427 126.19 EFT staff, including 5.0 principal class, 98.65 EFT teaching staff and 22.55EFT ES staff. Approximately 50% or our students have both parents born in Australia, although the cultural diversity of our cohort is growing. The College currently has approximately 52% male identifying students and 48% female. We continue to be a Respectful Relationships school, and we aim to be inclusive and recognise the types of gender diversity that exist in the College.
Viewbank College has as its focus high expectations and aims to provide quality educational opportunities that fully develop the potential of all its students, with the learning growth of each child a priority. Our learning environment is caring and prioritises the personal and academic growth of all students. We build active partnerships between staff, students and parents. We value a sense of individual worth and achievement, building curious, adaptable, resilient and ethical members of the community.
The College continues to use the Respectful Relationships pledge as a statement of our values. These values include respect for diversity, care and inclusiveness. The learning program is focused on meeting the needs of each individual student, with the use of evidence to inform teaching and learning, embedding differentiation and inquiry-based learning, and ensuring learning experiences engage and stretch students no matter their starting point. We continue to embed the use of Learning Maps/Developmental Rubrics to ensure learning is visible and feedback for improvement is targeted. It is aligned with the Department of Education's FISO 2 model for teaching and learning and the Victorian Teaching and Learning Model 2.0.
The College maintains a vibrant Arts program. The Performing Arts Centre on campus has dedicated Music, Drama, Design Technology and Mathematics teaching spaces. The growth of the STEAM programs, both curricular and extra-curricular, has a strong emphasis on preparing students for future pathways and to build connections to industry and globally. The program continues to grow, with a daily lunchtime STEAM club attracting students from years 7-12. The College has a broad VCE program (30+ studies) as well as offering the Vocation Major (VM). Students have access to external VET provision and a quality delivery of Vocational Pathways which enables students to access tertiary placements. Partnerships exist with local schools through the Northern VET Cluster, Banyule/Nillumbik Tech School, NMIT, with local community groups and the Banyule City Council.
The College uses an extensive 1:1 laptop program to complement the teaching and learning program. The College is noted for its excellence in Drama Performance and Instrumental Music Program with over 370 students enrolled in this broad, performance - based program. The recently redesigned House system supports student transition across the years with a focus beyond their class form group. Students are supported in their academic progress, engagement and wellbeing, with Middle and Senior House Leaders taking an active role in supporting students.
The Launch program at Year 7 & 8 and the LEAD program at Year 9 provide opportunity for students to engage in social and emotional learning, with a central focus on self-discovery, connection and contribution to community and understanding place in a global world. The Year 10 Program has a VCE and pathways focus.
Student voice is highly valued, and the College has an extensive Student Leadership Program. The College enjoys an active and supportive community. A strong and discerning College Council, with a significant capacity for planning and development, has at its focus continuous improvement. Parent participation is very active through parent support groups: Friends of Performing Arts, Friends of STEAM, and the newly formed Advocates for Sport and Physical Activity