Assistant Principal-Range 1

Location: North West Region | Toolern Vale
Job type: Full time / From 04/11/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1431959
Job posted: 12/10/2024
Closes: 25/10/2024
Classification: Assistant Principal-Range 1
Job duration: From 04/11/2024
Location Profile Toolern Vale & District Primary School is situated in a beautiful natural environment, surrounded by a creek, forest, and gentle hills that contain an abundance of native flora and fauna.
While the school is classed as metropolitan, it is generally described as a 'country' school.
The township of Toolern Vale is situated 40 kms north-west of Melbourne and located within the City of Melton.
We are a small school with a current enrolment of 175 students.
Given the small school population there is a strong sense of camaraderie and belonging amongst students, families, and staff.
A significant proportion of enrolments are requested by families out of our school zone.
The school's SFOE index is 0.4773.
Our school has eight composite classes and currently offers specialist programs in Health and PE, the Arts, and Digital Technology.
The staff structure includes 8 classroom and 1.6 specialist teachers, tutoring staff, a principal, assistant principal, 8 education support staff, 0.6 psychologist, and 0.4 welfare teacher.
Our admin team is made up of our business manager and part-time administration officer.
Staff retention is consistently high.
At our school, the instructional model was collaboratively developed with input from staff members and informed by the HITS.
We implement the Victorian Teaching and Learning Model through the TVDPS Instructional Model which ensures all learners are active participants in their learning and consistent high-quality teaching is enacted through explicit use of the High Impact Teaching Strategies, with a focus on goal setting, structuring lessons, and explicit teaching.
The school provides staff with professional learning opportunities and individualized coaching related to the instructional model.
Staff work in professional learning communities (PLCs) supported by a team leader to monitor and improve the effectiveness of their instruction.
The school applies a range of wellbeing supports through a multi-tiered approach.
Universal supports have focused on greater consistency in the school's positive behaviour support model throughout all classes.
Targeted and individualized supports have focused on small group and 1:1 programs with the school's wellbeing teacher and school psychologist.
The combination of supports has enhanced student engagement and wellbeing and are an ongoing priority for the school.
Selection Criteria(a) 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.(b) Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills.(c) 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.(d) 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.(e) Interpersonal and communication skills Highly developed interpersonal and communication skills in individual, small group and community contexts.An ability to work with parents and the community to develop a strong learning environment.RoleThe 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 involves 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 utilizing these resources.
ResponsibilitiesTypically, 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 ApplyAppropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentApplicants 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.
Child Safe StandardsVictorian 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:
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.
VIT LANTITETo 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
#J-18808-Ljbffr