,

Assistant Principal-Range 2

Job posted: 13/06/2022
Applications close: 09/07/2022 (Midnight)
6 days remaining

6 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 27/01/2023 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1283050

Reference: 1283050

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Selection Criteria

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

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Applications must include:

A specific response to the key selection criteria and position details. Preferably no more than one criterion per page.

Please attach applications including:

1. A cover sheet providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.

2. A CV with a summary of experience and qualifications.

3. Specific Key Selection Criteria response

4. The names, email addresses and contact details for three referees who can provide information regarding the applicant in relation to the key selection criteria.

For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment on Line.  Please also ensure that your name is included in the header of each document .

 All applicants should ensure that their personal profile on Recruitment Online is up to date.

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective school schools in the state of Victoria.  The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations and a strong commitment to their studies.

Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria. Details about this process can be found at https://www.vic.gov.au/selective-entry-high-schools.

Our mission at Suzanne Cory High School is to develop well-rounded students that excel in all areas not just academically. Our students become students of the world, and of wide and varied disciplines. This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.

  • Respect: We develop students that have a respect for their learning, individuals, diversity and community (both locally and globally).
  • Aspiration: Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities.
  • Contribution: At SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.

Our students are encouraged to highlight their individuality. As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.

Our students graduate with strong connections to the school, their school house and the wider community. This is encouraged and developed through the range of extra-curricular activities our students participate in, including the house program, sport and music programs.

Suzanne Cory High School’s educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning.  We value learning that is

  • Deep: Students are challenged to construct and apply new knowledge, skills and understanding to new situations. They are encouraged to form theories, find patterns and make connections in their learning. Student’s critical, creative and higher order thinking skills are developed.
  • Challenging and accessible: We use the principles of differentiation to understand student’s entry points and devise learning programs that vary in content and product to support individual student needs.  The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.
  • Student Centred: Students are participants in their own learning and spend the majority of their class time in active learning experiences. Links between student’s interests and the taught curriculum are encouraged.
  • Positive: Strong peer-peer and student-teacher relationships exist.  The classroom culture is productive and enjoyable with an emphasis on learning outcomes. There is an optimistic attitude and growth mindset evident in all members of the class.

The schools four-year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies.  In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program. University Extension Studies are encouraged and supported for students in year 12 who wish to access them.

All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.

For more details see www.suzannecoryhs.vic.edu.au

                                                                                                                                                                                                   

 

Assistant Principal: Students and Community Engagement 

The Assistant Principal: Students and Community will be a member of the Executive Class, Senior Leadership Team and Wellbeing & Engagement Leadership Team.

They will be responsible for

  • Developing a common philosophy and purpose that emphasises the need for explicit teaching of wellbeing strategies and the link between wellbeing and engagement.
  • Leading the development of a school wide approach to wellbeing & engagement which supports the needs of highly able learners. 
  • Leading a SWPBS team that collaborates with all stakeholders to ensure a responsive approach to wellbeing data school wide.  
  • Ensuring support is provided to staff to use effective classroom practices - establish systems to support staff to adopt evidence-based instructional practices associated with proactive wellbeing and appropriate behaviours. 
  • Strengthening communications between school and parent/guardian and the wider community
  • Leading the induction of new staff to the school to ensure they have a full understanding of the systems and processes in place at SCHS (school wide) and the support necessary to meet these expectations.
  • Leading an integrated approach to engagement that includes a full program of assemblies, camps and excursions. 
  • Lead the whole school transition for new students at all year levels including the allocation of classes and homegroups. 
  • Responsibility for general discipline matters beyond the management of Leading Teachers. 

The Assistant Principal: Students and Community will

  • Take responsibility for supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data.
  • Lead the Director of Engagement: The Arts, Director of Proactive Wellbeing: Senior, Director of Proactive Wellbeing: Middle, Director of Engagement: Student Voice & Agency and Principal Class Officers to lead the integration of a consistent school wide approach to Wellbeing and Engagement.
Assistant Principal-Range 2

Job type:

Full time / From 27/01/2023 - 26/01/2028

Job classification:

Not provided

Contact:

Martha Goodridge-Kelly | 03 8734 2800

Assistant Principal-Range 2