5 days remaining
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 27/01/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1455688
Sorrento Primary School is the southern-most school on Victoria's Mornington Peninsula, and has served the students of the local area for over150 years on several different sites. Its current setting is in attractive grounds near the centre of the historic Sorrento township. Current enrolment is 266. We are a welcoming, intergenerational community with strong ties to local businesses and organisations.
Our school values are Respect, Integrity, Persistence, Collaboration, Learning and Resilience.
The school¿s guiding principles are to provide a high quality education through a curriculum that has breadth, depth and relevance. The school is strongly committed to empowering children by placing an emphasis on literacy and numeracy and catering to the special needs and abilities of each student. Students are encouraged to think deeply and thinking is made visible via the Design Thinking (No Tosh) approach.
Multi-age classrooms are used from year 1-6. Multi-age classes are restricted to two year levels. A teamwork approach to curriculum planning promotes consistency of delivery throughout the entire school.
Students are encouraged to become more self-aware as learners through developing an understanding of the Characteristics of an Effective Learner. They work, with their peers and teachers to develop these characteristics and to appreciate that they can continually improve these habits. Sorrento PS's characteristics are: Creative, Self-Motivated, A Challenge Mindset, Reflective, Resilient and Persevere.
Art, Music, Science (STEM) and Physical Education are taken as specialist subject areas. The school has a strong music program including a school choir, a school band and an instrumental program. In Years 5 and 6 students have access to the Options Program where they choose from a variety of workshops; this allows them to follow a passion or learn new skills and develop new understandings. All students participate in a wide variety of sports, including an extensive swimming program in our on-site pool. Indonesian is taught from Foundation (Prep) to Year 6.
There is a whole school approach to student wellbeing and management, with all staff taking on a shared responsibility for all students. A Restorative Practice approach is used to assist students to resolve issues and restore relationships. Respectful Relationships is taught across the school and regular Circle Time takes place. Students are supported to regulate their behaviour by gaining an understanding of the Zones of Regulation and by developing a toolkit of resources to draw upon.
A whole school buddy program is in place and interested senior students are trained as Peacemakers; they assist younger students to solve minor playground issues.
The school has grounds for sport and recreation as well as a heated swimming pool. Families and community members are always made welcome in the school, with volunteers being a vital aspect of the daily life.
(a) Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school or college.
(ii) (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
(b) Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
(c) 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.
(d) 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.
(e) 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.
(f) Localised Criteria
(i) Demonstrated ability to actively lead whole-school improvement initiatives in the areas of Individual Adjustments, Disability Inclusion Profiles and general Inclusive practices, including whole-school policy.
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:
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
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.
Full time / From 28/01/2025 - 27/01/2030
Assistant Principal-Range 1
Elaine Lesiuk | 035/984-2130