Selection Criteria

S1: Educational leadership

(i)                  Outstanding capacity for visionary and exemplary educational leadership of a school or college.

S2: Financial, managerial and administrative ability

(i)                  Outstanding financial, organisational and resource management skills.

S3: Planning, policy and program development and review

(i)           Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.

(ii)          Demonstrated ability to implement Department policies to a high level.

(iii)         An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.

S4: Leadership of staff and students

(i)           A highly developed capacity to motivate staff, develop their talents and build an effective team.

(ii)          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.

S5: Interpersonal and communication skills

(i)           Highly developed interpersonal and communication skills in individual, small group and community contexts.

(ii)          Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.

(iii)         An ability to work with parents and the community to develop a strong learning environment.

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.

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;

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

The school community brings with it high expectations in terms of academic outcomes, resourcing, facilities and the provision of extra curricula opportunities for students. Whilst the school has been in existence for more than 50 years, it occupies a modern, well-maintained set of buildings which were constructed in 2008-9, when the school was totally rebuilt. The facilities, resources and improved academic results in recent years have all contributed to the enrolment growth. A high level of parent participation is characteristic of the school. The school is based around 3 foundations Community, Personalized Learning and Quality Teaching.  

The school is staffing profile has a range of teaching experience across all levels. The leadership framework is comprised of the Principal and Assistant Principal. Approximately 40% of teachers are within the experienced range and the remaining staff is either within the accomplished or graduate range.  Education Support staff work with a variety of students.

Tootgarook Primary School has a solid commitment to high quality teaching and learning, at all levels of the school and across all programs. This begins with the foundations of learning in English and Mathematics in the early years and is reinforced as students progress through both the early years and middle years of schooling. As a professional learning community, strong degrees of collaboration are expected between staff members to ensure robust team planning structures operate.

Information and Communication Technology (ICT) and Digital Technology continues to be an integral component of teaching and learning for students and staff at Tootgarook. All students and staff participate in a carefully structured program that embraces many existing and emerging technologies.  We currently have enough devices for one to one structured programs.

The School Wide Positive Behaviour Program provides a strong basis for the schools wellbeing practices. Parents and students consistently identify student safety and behaviour expectations as one of the strong features of the school.