Niddrie Autistic School has at its foundation a reputation for providing an exemplary education for students with autism from Prep to Year 3. There is a commitment to excellence, which is communicated, to staff, students and families. Members of staff have high expectations and a belief that every child can learn and achieve. The school has profound expertise in developing and implementing Individual Learning Plans (ILPs) and in assessing and monitoring the learning of students to ensure the goals are achieved.  

Niddrie Autistic School is situated 16 kms north of the Central Business District (CBD) in the suburb of Niddrie. The school enrols students diagnosed with Autism Spectrum Disorder. The philosophy of the school is to provide an intensive program for students with autism to build their social communication and sense of self and others which will guide their inclusion and participation through their early years of schooling and beyond. Our school values are respect, collaboration, diversity, learning as an ongoing process, and sharing and growth of knowledge.
 
To support the needs of autistic children and their families, the school provides initial support for each student as he/she moves to their designated neighbourhood mainstream or specialist school setting. We are committed to supporting autistic students beyond our school by providing professional learning and advice to our community schools.

In 2024 the enrolment at its maximum was 129 students, 26.36% female and 73.64% male. 23.26 percent of students had English as an additional language. In 2024 the enrolment numbers increased by 20 from 2023. We are predicting growth by another 2 classrooms for 2025 based on the 2024 expressions of interest. The majority of students travel from a wide geographical area and travel to Niddrie by a contract bus service.  

SC 1 Educational Leadership

1. Outstanding capacity for visionary exemplary educational leadership of a school or college.
2. High developed skills in leading and managing change including the leadership of others in the process of change.

SC 2 Financial, Managerial and Administrative Ability

1. Outstanding, operational and resource management skills.

SC 3 Planning, Policy and Program Development and Skills

1. Exemplary values appropriate to the development of student learning with demonstrated capacity to achieve high quality student outcomes.

SC 4 Leadership of Staff and Students

1. A highly developed capacity to motivate staff, develop their talents and build an effective team.
2. A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop.

SC 5 Interpersonal and Communication Skills

1. Highly developed interpersonal and communication skills in individual, small groups and community settings.
2. Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
3. An ability to work with parents and the community to develop a strong learning environment.

 SC 6 School Community Vision and Values

1.    Demonstrated commitment to the philosophy and practices of Niddrie Autistic School.

2.  Demonstrated ability to develop, lead, monitor and evaluate learning and wellbeing in an early years autism school setting, differentiating for all learners.

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;

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

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

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

• 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

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.