SC1 Educational leadership

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

SC2 Financial, managerial and administrative ability

• Outstanding financial, organisational and resource management skills.

SC3 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 a commitment to, the use of learning technologies to improve teaching and learning.

SC4 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.

SC5 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. 

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:

•    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;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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.

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

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

The College request that each applicant consider including the following:

• A specific response to the selection criteria
• A copy of transcript of qualifications (can be brought to interview if shortlisted.)
• A copy of VIT registration
• A summary of experience
• Three referees who are able to make relevant comments regarding the application in relation to the key selection criteria.
• Please provide telephone numbers (home, mobile and work if applicable) and email addresses of your referees.

Referees other than those nominated may be contacted.

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.

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

Glen Eira College is a dynamic, co-educational school committed to the values of respect, excellence and tolerance. The college offers a traditional, academic approach with firm discipline in a supportive environment and a rich and varied extra-curricular program. As well as our focus on academic rigour, we have also been focusing on the development of Languages, Music and the Performing Arts. While most of our clientele comes from the local area, we also attract students from far afield to our innovative French programs - French 1st Language and French Immersion.

Our strong EAL and International Student Program also reflect our international focus.

The college runs a highly successful Select Entry Accelerated Learning program: SEAL. This program allows talented students to work a year in advance of their peers in the core subjects of English, Maths, Humanities and Science. Feedback from parents, students and staff has been consistently positive.

In the last few years, the College has recently completely a 10.1 million dollar school refurbishment which included a new netball size gymnasium and sports complex, 5 new science rooms, 2 new food technology rooms, refurbished arts wing and new VCE and wellbeing centres.  We also have a 260 seat Performing Arts Centre. We have recently been granted additional funding to accommodate a further 250 students and to modernise and upgrade our building and facilities.

The college has 63.0 EFT teachers, 3 Principal class, and 21.4 Education Support staff. The college's leadership team, with the support of our college council and parents, will continue to strive for excellence throughout the school.

Language Learning at Glen Eira College

We have a strong focus on high quality language learning. Students can choose from French (3 streams), Japanese (2 streams) and Hebrew.

French:

• French 1st Language (We are accredited by the French Government to deliver the CNED program)
• French Immersion - Students study 3 lessons a week of French Language and 3 lessons a week of Humanities and 2 of Drama in French language using Immersion methodology
• Mainstream French

Japanese:

• Japanese Immersion - Students study 3 lessons a week of Japanese Language and 4 lessons a week of Science in Japanese language using Immersion methodology

Mainstream Japanese

Vision and Values

Our students are empowered with a desire to learn and grow as individuals, and to become connected local and global community members who respect the rights of all – Learn, Grow, Connect

Mission Statement

Our community believes passionately in state education and education as a human right. Our objectives in achieving our vision are;

• providing a challenging academic curriculum
• learning and connections beyond the classroom
• celebrating our learning endeavours 
• teaching and encouraging critical and reflective thinking
• encouraging independent and creative thinking
• fostering a sense of belonging
• developing diverse and positive relationships
• promoting a sustainable future
• developing agile, self-confident and resilient learners

Values Statement

• Growth and striving – we grow and aspire to learn by innovating and collaborating together 
• Equity and integrity – we all have access to a broad range of opportunities that are inclusive of our diverse community.
• Care and respect – we care for each other, we act respectfully and support each other in doing our best

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Student Success
We emphasize student success through provision of a comprehensive curriculum and a broad range of year 10 to 12 subjects. Challenging extra-curricular programs, together with opportunities for personal development and leadership training, cater for a variety of individual needs and enable students to develop social and intellectual strengths. University enhancement programs, acceleration and access to extension studies ensure specialist student talents are enriched and nurtured in an environment of encouragement, motivation and celebration.
A tradition of excellent VCE results ensures all our graduates progress to the university and TAFE courses of their choice.

School Improvement Focus
Glen Eira College has been on a strategic improvement journey and has achieved  significant growth of student numbers and improved educational outcomes. We were recently recognised with The Age’s ‘Schools that Excel’ Award for our outstanding results. Glen Eira College has become the community’s school of choice.

We are determined to continue this improvement as our focus becomes delivery of challenging holistic educational programs that meet the needs of our students.  Glen Eira College is committed to ongoing school improvement and welcomes highly capable professionals keen to be part of our growth as the school of choice in Caulfield.

 
For further information about us, please refer to the College Website

www.gec.vic.edu.au