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Assistant Principal - Inclusion

Job posted: 27/11/2024
Applications close: 10/12/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1454979

Reference: 1454979

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

Selection Criteria

SC1: Educational Leadership

  • Outstanding capacity for visionary and exemplary educational leadership of a school or college.
  • 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.

SC3: Planning, Policy and Program Development and Review

  • Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
  • Demonstrated ability to implement Department policies to a high level.
  • An understanding of, and a commitment to, the use of learning technologies to improve 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 ability to lead and implement inclusive practices, including the Structured Teaching Framework, and to embed disability reforms across the school community to ensure equitable access and participation for all students.

Role

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.

Responsibilities

Typically, assistant principals perform one or more of the following functions:

  •    supervision and coordination of the work of senior curriculum or level coordinators;
  •    allocation of budgets, positions of responsibility and other resources within the area of responsibility;
  •    supervision of the delivery of teaching programs;
  •    management of programs to improve the knowledge and experience of staff;
  •    responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;
  •    contribute to the overall management of the school;

Who May Apply

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

EEO AND OHS Commitment

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 marrung@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Conditions of Employment

  • All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
  • Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
  • A probationary period may apply during the first year of employment and induction and support programs provided.
  • 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

VIT LANTITE

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.

Location Profile

Monash Special Developmental School is a government school located in the North Eastern Victorian Region in the City of Monash. Monash SDS provides an educational program for children with a moderate to profound intellectual disability and multiple disabilities including autism spectrum disorder from the age of 2.8 to 18 years old.  Currently student enrolments numbers are around 155. It has been on the current site for 11 years in a well-resourced purpose-built facility. In addition to the general classrooms the school also features specialist areas, outdoor learning environments, a multi-purpose gym, a hydrotherapy complex, a bike path and specialised indoor and outdoor sensory areas.

Monash SDS is gold accredited in School Wide Positive Behaviour Support (SWPBS), AMAZE accredited and e-Smart accredited.         

Students across the school at Monash SDS are taught using the Victorian Curriculum. Curriculum based individual learning plans are developed for each student and are taught using a variety of high impact teaching strategies and specialised curriculum supports including the STAR (Strategies for Teaching Based on Autism Research) and Links Program.  The STAR and Links Program is research and evidence based and uses the principles of Applied Behaviour Analysis.  It provides a framework and the necessary tools to teach the Victorian Curriculum through the implementation of Discrete Trial Training (DT), Pivotal Response Training (PRT) and Functional Routines instruction.   A school wide Structured Teaching Framework provides every student with a highly visually based structured environment that promotes an understanding of schedules, activities and expectations. 

Our school¿s philosophy is reflected in its programs and based on the belief of Enriching Individual Potential.  To do this, we require a committed principal, who is able to see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.

Assistant Principal - Inclusion

Job type:

Full time / From 28/01/2025 - 26/01/2028

Job classification:

Assistant Principal-Range 1

Contact:

Lindy Abernethy | 9239 7400

Assistant Principal - Inclusion