Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Principal - Range 6
Occupation: Principal and assistant principal
Location: Melbourne - Northern suburbs
Reference: 1522986
(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.
(g) Community Criterion
Demonstrated commitment to fostering a safe, inclusive and supportive school culture characterised by high expectations, personalised learning and wellbeing, and the capacity to build trusting relationships with families, support services and the wider community to strengthen collaborative support for students with additional needs.
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:
Broadmeadows Special Developmental School provides educational programs for primary and secondary school aged students with a moderate to severe intellectual disability who may also have sensory, physical impairments and autism spectrum disorder. Its current enrolment is 350 students. Eligible school-aged students living within the designated transport zone have access to free transport to and from school.
The school is located in the Melbourne suburb of Broadmeadows and provides an attractive and safe environment. Learning areas include well-equipped classrooms, dedicated specialist spaces and outdoor learning zones. The school has 2 sites, the main campus in Dimboola Rd and a Sorrento Street campus with students attending from a wide geographical and diverse socio-economic background.
The staffing profile of Broadmeadows SOS includes a principal, three assistant principals, eight learning specialists, 74 EFT teaching staff and 86.8 EFT education support staff (including allied health professionals).
Programs are delivered within Department of Education guidelines and reflect the Victorian Curriculum. Emphasis is placed on the development of programs that address individual student needs, through Individual Learning Plans. Educational goals and priorities are reviewed every six months. Class groups are comprised of 6-8 students, with a teacher and teacher assistant, to ensure a safe and effective learning environment, where individuals are respected, and self-esteem and dignity are strongly advocated. The school has a trans-disciplinary approach to student learning with input from educators, therapists, and parents. Teachers case conference students with their allocated Speech Pathologist and Occupational Therapist each week.
The school philosophy is reflected in its programs and based on the belief that children learn best in a cooperative environment that is happy, challenging, supportive and non-threatening. Broadmeadows SOS has a School Wide Positive Learning Program and has developed a school culture that is reflected by the ideals of positive behaviour support.
Its aim is to create a positive learning environment for all students. There is a strong focus on building relationships with each student and looking at all the factors that may impact student engagement and learning. For the students at BSDS a diagnosis of intellectual disability does not mean they learn differently from students without an intellectual disability. Research shows that ALL children learn in similar ways, and that students with an intellectual disability need more intensive support, more repetition, more practise, and more individualised support to learn. An emphasis is placed on students attaining skills and knowledge that they will use as young adults when graduating at 18 years of age.