Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Assistant Principal - Range 3
Occupation: Principal and assistant principal
Location: Melbourne - Western suburbs
Reference: 1552006
SC1 Educational leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college. Experience in a specialist, special, special developmental or supported inclusion school setting is highly desirable. Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2 Financial, managerial, and administrative ability
Outstanding financial, organisational and resource management skills. A highly developed understanding of the Student Resource Package including the Disability Inclusion Profile, targeted funding initiatives, workforce planning processes, recruitment processes and the Victorian Government Schools Agreement (VGSA).
SC3 Planning, policy and program develop and review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes. Experience in leading Foundation Level A-D curriculum development is highly desirable. Demonstrated ability to implement Department policies to a high level. An understanding of, and a commitment to, the use of adaptive technology to improve access to teaching and learning.
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 special abilities and talents.
SC5 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.
SC6 Community Criterion
Demonstrated high level capacity to develop and maintain a school culture that is inclusive; values building student independence; promotes the ideal of unconditional positive regard; promotes the use of Structured Teaching (TEACCH), SWPBS & PCMS. Commitment to the use of instructional coaching frameworks for continual improvement and implementation of evidence based practices to support the needs of our student cohort.
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.
Assistant principals working at Level 3 at Nganboo Borron School, lead whole school priorities and specific areas of responsibility. This role specifically, has clear accountability for the strong and purposeful leadership of operational school wide functions connecting procedures and practices with the strategic direction of the school, under the guidance of the principal.
This role has key responsibility for the leadership of professional learning aligned with the VTLM 2.0 and implementation of evidence based practices to create safe, engaging and meaningful learning programs for our students. The assistant principal working at level 3 will model consistent use of Nganboo Borron School's agreed frameworks and practices to build a learning culture, where offering and receiving feedback for continual improvement is celebrated among staff as an opportunity for growth.
All assistant principals at Nganboo Borron School will work collaboratively as members of the Principal Class Team (PCT) meeting regularly to analyse emerging patterns identified through data to address challenges and opportunities for improvement. Assistant principals are responsible for ensuring the work undertaken in their specific areas of responsibility, aligns with the overarching strategic direction of the school and whole school priorities in the Annual Implementation Plan.
Assistant Principals are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement, and wellbeing for students. They will model excellence in teaching and learning through allowing others to observe their lessons, and mentor/coach teachers to improve their skills, knowledge, and effectiveness of the teaching workforce.
The successful candidate to this role will demonstrate high level commitment to the ongoing development of a school culture that is inclusive; values building student independence, promotes the ideal of unconditional positive regard towards students, staff and families in our school community.
Responsibilities will include but are not limited to:
The ongoing development and promotion of a positive and strong learning culture that supports our values of Independence, Learning and Respect through actively modelling these values and acknowledging students and staff when they are demonstrated.
As the first line of direct leadership to the Assistant Principal, Curriculum Leadership, provide guidance, coaching and operational support to ensure the curriculum leadership team can progress their work effectively to improve student achievement outcomes.
As the first line of direct leadership to the Assistant Principal, Wellbeing and Engagement, provide guidance, coaching and operational support to ensure the wellbeing and engagement leadership team can progress their work effectively to improve student wellbeing outcomes.
Contribute to the development and review of policies and procedures, as required, and work collaboratively as a member of the NBS leadership team to ensure all staff are aware of their professional responsibility to follow policies and procedures.
Actively model, and explicitly teach, the professional behaviours staff are expected to engage in as a team member at Nganboo Borron School.
Lead and facilitate meetings, inductions and professional learning sessions as required and attend meetings as the principal's delegate when requested.
Contribute to the development of the school budget and workforce plan as a member of the NBS finance team.
Contribute to the strategic direction of the school and the development of the AIP as a member of the PCT and SIT. Maintain accurate records and update information on the Strategic Planning Online Tool as required.
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
As a member of the Principal Class Team, contribute to:
Supporting the work of the College Council and providing accurate reports as requested.
Participate in staff recruitment, selection and induction processes.
Provide calm, clear and respectful support to ensure smooth daily operation of the school.
Manage incidents as per DE guidance, NBS school policy and the Emergency Management Plan.
Provide support to staff to meet their professional obligation to ensure students in their care are supervised, and within line of sight, at all times.
Respond to Helpline calls and triage the needs of classroom staff, sending the most appropriate team member to assist.
Contribute to the overall leadership and management of the school and support a whole school focus on consistent implementation of evidence-based practice.
Demonstrate active engagement in the continual improvement and development of the NBS leadership team and possess a strong commitment to personal leadership growth.
Align leadership and professional learning with the VTLM 2.0 and model the use of agreed frameworks and evidence based practices including but not limited to: Structured Teaching (TEACCH), SWPBS & PCMS, local routines and procedures.
Commitment to the use of instructional coaching frameworks for continual improvement and implementation of evidence based practices to support the needs of our student cohort.
Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements.
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.
Nganboo Borron School is located at 2 Frome Cr, Werribee, and supports students with mild to profound intellectual disabilities in the Wyndham area. Students access specialised education services and high-quality learning and wellbeing programs. Nganboo Borron School has capacity up to 148 students, enrolling students from Foundation to year 12.
Nganboo Borron School is a specialist school supporting students with intellectual disabilities and diverse learning, communication and behavioural needs. The school promotes inclusive, safe and respectful learning environments and works to strengthen student engagement, participation, independence and wellbeing through a positive behaviour support framework.
Our facility consists of 4 permanent buildings, including: an administration building (incorporating school library and staff lounge); 2 learning neighbourhoods (1 Junior and 1 Senior); a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; and a sports field.
Students have great modern learning areas with air conditioning and heating inside with undercover walkways and shelters for protection from the weather when outdoors. The school is designed to be environmentally sustainable. More information about the school build can be found on the Victorian School Building Authority (VSBA) new schools website.
Nganboo Borron School | Victorian School Building Authority (schoolbuildings.vic.gov.au)
www.nganbooborronschool.vic.edu.au
MOTTO
`Empowering minds, nurturing hearts, celebrating diversity: Together we thrive'
VISION
Nganboo Borron School's vision is to become an outstanding provider of evidence based inclusive education that celebrates diversity and creativity, encourages a growth mindset, fosters independence and promotes lifelong learning to empower students to reach their potential.
MISSION
Nganboo Borron School's mission is to create an inclusive, safe and welcoming educational environment where our students feel connected, engaged and supported to learn, grow, create and thrive within and beyond our community.