3 days remaining
Location: South West Region | Timboon
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1440011
Purpose | Timboon P-12 School is committed to continuous improvement in our learning and teaching that reflects current and future learning needs. The school is proud of a culture that provides quality learning opportunities with a focus on ensuring that all members of the school experience success that leads to their chosen pathway of further education or employment. |
Values | Through the implementation of the Respectful Relationships Program, the school values are RESPECT, COMMITMENT and EMPATHY. Timboon P-12 School is a school where relationships are based on trust and mutual respect: Where the contributions of all are valued and acknowledged. These values are underpinned by the school motto: ¿Strength through Understanding¿ by providing high levels of academic, social and emotional learning for all our students. |
Environmental Context | Socio-demographic Composition Timboon P-12 School is located on one campus of eight picturesque tree filled hectares, 53 kilometres east of Warrnambool. The town of Timboon is the focal point of a remote, rural community economically dependent on the dairy industry; the development of a local boutique food producers trail is adding to the town¿s tourism appeal created by its proximity to coastal and marine national parks. Timboon P-12 School is close to tourist destinations along the Shipwreck Coast and this provides employment in the hospitality industry. Agribusiness, gas production, education and health services also provide valuable employment. The school has a modern School/Community Library, industry-standard Food Technology, school hall, metalwork and woodwork facilities, a canteen, Agri-centre and shares a sporting complex with the local community. In 2019 the school officially opened a $5-Million-dollar redevelopment. This included a brand-new secondary wing with classrooms and specialist spaces. There are open spaces for students but also traditional classrooms. The primary campus moved into redeveloped classroom in 2019, previously occupied by the Secondary. The primary section is spread over 3 buildings including the original school built in 1948. Curriculum Provision The school provides a comprehensive curriculum with a strong focus on literacy and numeracy. Instruction is based on teaching students at the point of need, using Gradual Release of Responsibility to develop independence and enhance the engagement of all students. Curriculum initiatives include; Sounds Write, Primary Science, STEM and ICT curriculum, and a wide selection of VET subjects. An extensive list of VCE and VCE VM subjects is available to students. An integrated curriculum program and unit system address the domains of Science, Humanities/History, Design and Technology, The Arts, Civics and Citizenship, Health, and LOTE which are cross-referenced with literacy. Specialist teachers provide targeted instruction. Interdisciplinary, personal, and social learning are addressed within the domains and supported by a range of Outdoor Education camps and excursions. Students with special needs are well supported by Educational Support Staff and a Special Needs Coordinator. Individual Learning Plans are developed across the school for students well above and well-below the expected level of the curriculum. Individual pathway interviews take place for all students in years 10 to 12. In 2012 the · Support student learning and increase applied learning opportunities, · Increase student awareness of preparation for and interest in agricultural education pathways and careers, · Increase school engagement with the local community, · Improve retention of students at secondary level, and retention or return of school leavers to the district. The `TAP¿ (Timboon Agriculture Project) program is based around the local Agriculture Industry and is well supported by families, local business and community. Extra-Curricula The school is an active participant in district sports, including team and individual events. Students are encouraged to participate in instrumental music lessons provided at school and rock bands in Year 6. Every second year, the school runs a musical/theatre production. The school supports local community events, such as Crayfest, ANZAC, and Remembrance Day commemorations. Student leadership roles exist throughout the school, including School Captains, House Captains, Student Representative Council and Junior School Council members. |
1. Educational Leadership
o Outstanding capacity for visionary and exemplary educational leadership with capability to lead a learning or wellbeing focused strategic goal across P-12.
o Highly developed skills in leading and managing change including the leadership of others in the process of change.
o Comprehensive knowledge of effective teaching practices that demonstrates an understanding of how students learn.
2. Financial
o Outstanding financial, organisational and resource management skills
3. Leadership of staff and students
o A highly developed capacity to motivate staff, develop their talents and build an effective team.
o 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.
4. Planning, policy and program deve3lopment and review
o Demonstrated ability to implement Department policies to a high level, including the ability to manage issues related to master planning and innovative development of College resources to achieve high quality student outcomes across the school.
5. Interpersonal and communication skills
o Highly developed interpersonal and communication skills in individual, small group and community contexts
o Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
o An ability to work with parents and the community to develop a strong learning environment.
6. Relevant Expertise
o Understanding of and sound implementation approaches to key education initiatives and reforms relevant to years 7 ¿ 12.
o Leading student behaviour support process in years 7 ¿ 12.
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
Specific Responsibility
· The Acting Assistant Principal will be designated areas of specific responsibility within the overall Principal team but will be expected to assist in other areas as needed and as a collegiate team member.
· This Acting Assistant Principal position will be focused in Years 7-12 but will also have responsibility for a key strategic goal in learning or wellbeing across P-12.
· The designated areas of responsibility for this position will be negotiated with the successful applicant.
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 2
Matthew Dodson | 03 5598 3381