3 days remaining
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1455046
Monash Special Developmental School is a government school located in the North Eastern Victorian Region in the City of Monash. Monash SDS provides an educational program for children with a moderate to profound intellectual disability and multiple disabilities including autism spectrum disorder from the age of 2.8 to 18 years old. Currently student enrolments numbers are around 155. It has been on the current site for 11 years in a well-resourced purpose-built facility. In addition to the general classrooms the school also features specialist areas, outdoor learning environments, a multi-purpose gym, a hydrotherapy complex, a bike path and specialised indoor and outdoor sensory areas.
Monash SDS is gold accredited in School Wide Positive Behaviour Support (SWPBS), AMAZE accredited and e-Smart accredited.
Students across the school at Monash SDS are taught using the Victorian Curriculum. Curriculum based individual learning plans are developed for each student and are taught using a variety of high impact teaching strategies and specialised curriculum supports including the STAR (Strategies for Teaching Based on Autism Research) and Links Program. The STAR and Links Program is research and evidence based and uses the principles of Applied Behaviour Analysis. It provides a framework and the necessary tools to teach the Victorian Curriculum through the implementation of Discrete Trial Training (DT), Pivotal Response Training (PRT) and Functional Routines instruction. A school wide Structured Teaching Framework provides every student with a highly visually based structured environment that promotes an understanding of schedules, activities and expectations.
Our school¿s philosophy is reflected in its programs and based on the belief of Enriching Individual Potential. To do this, we require a committed principal, who is able to see the special characteristics of all our students and will strive to ensure each individual feels safe, is confident and valued as a person.
SC1: Educational Leadership
SC2: Financial, Managerial and Administrative Ability
SC3: Planning, Policy and Program Development and Review
SC4: Leadership of Staff and Students
SC5: Interpersonal and Communication Skills
SC6: Community Criterion
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 - 26/01/2028
Assistant Principal-Range 1
Lindy Abernethy | 9239 7400