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Assistant Principal - Secondary - Range 2

Job posted: 26/11/2024
Applications close: 09/12/2024 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2025 - 27/01/2030

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1454665

Reference: 1454665

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Western Metropolitan

Location Profile

Altona College is a Prep to Year 12 school situated in the local government area of Hobsons Bay, located approximately 15km west of the Melbourne CBD. Altona consists of a mixture of low-density housing to the south of the suburb, with mixed industry in the north. Altona is well resourced with recreational facilities, strong transport links and a strong hospitality culture. A key attraction to the area is Altona Beach and its refurbished pier located at one of only two swimming beaches in the western suburbs (the other being Williamstown Beach).                    

In 2023, enrolments continued to increase, but were managed carefully in compliance with a compulsory Enrolment Management Plan. This year we have a total of 704 enrolments across Prep-12.  Despite having a relatively small school zone and proximity to larger established secondary schools, Altona College has continued to receive significant interest for enrolment. The primary school is one of four located within the suburbs of Altona and Seaholme and as such enrolments are greater in the secondary than primary years.  Having recently completed two stages of Capital Works, community confidence continues to grow in our capacity to deliver a breadth of well-resourced programs. The Altona Early Years Hub is co-located onsite ensuring a smooth transition for students attending Kindergarten programs at that venue.

Primary students access specialist programs in Music, Physical Education, Mandarin and Art. The learning areas of Science, Humanities (History, Geography, Economics, Civics and Citizenship), Health, Design and Technology are taught through an inquiry approach. Further, primary students have access to secondary school resources and facilities, particularly in STEM and the arts.

Secondary students access the full breadth of the Victorian Curriculum in specialist classes across years 7-9 before transitioning into a personalised program based on extensive careers education. The college also delivered a high ability class in Years 7 to 9 with places filled by students within the designated enrolment zone. The College has successfully implemented the new Victorian Certificate of Education including the Vocational Major. Additional resources including VETiS (Vocational Education and Training in Schools) and HeadStart have supported students to access vocational pathways where the traditional ATAR (Australian Tertiary Admissions Rank) based pathway does not meet their needs. Beyond the classroom, secondary students participate in programs such as Wyn-speak and network debating competitions where the college achievements are celebrated. Strong performances in sports (particularly Volleyball) are a positive reward for the growing levels of engagement, commitment and pride that characterise Altona College students and staff.

The over-arching goal of our 2021-2024 Strategic Plan is to ensure the growth of every student across the school. In line with the 2023 Annual Implementation Plan, the clear focus for 2023 was to strengthen learning outcomes in reading and numeracy across the school.

Both learning and wellbeing outcomes are strong and improving in most areas. NAPLAN data continues to show positive trends particularly in years 5 and 9, noting that smaller primary cohorts do contribute to volatility in the year-to-year data. Despite this, additional tutoring and support resources were deployed in 2023 to support students with lower than expected performance and should result in improvement moving forward. Numeracy was an area of improvement in 2023 and continues to be a focus for ongoing, long-term improvement.

Student survey data suggests our students regularly experience a culture of high expectations in safe, orderly classrooms where teachers actively advocate and differentiate for their needs.

Our college is committed to child safe practices.

We are seeking dedicated and innovative staff to share and develop our vision within our unique community.

Nathan Guthridge

Principal

Selection Criteria

SC 1 Educational Leadership

  • Outstanding capacity for visionary and exemplary educational leadership of a school
  • Highly developed skills in leading and managing change including the leadership of others in the process of change.

SC 2 Financial, Managerial and Administrative Ability

  • Outstanding financial, organisational and resource management skills.

SC 3 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 commitment to, the use of learning technologies to improve teaching and learning

SC 4 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.

SC 5 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 Criteria

  • Demonstrated capacity to collaborate in the strategic leadership of Learning and Wellbeing in a P-12 context.

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.

Assistant Principal - Secondary - Range 2

Job type:

Full time / From 28/01/2025 - 27/01/2030

Job classification:

Assistant Principal-Range 2

Contact:

Nathan Guthridge | 03 9250 8050

Assistant Principal - Secondary - Range 2