Assistant Principal-Range 1

Selection Criteria Demonstrated capacity for 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. Outstanding financial, organisational and resource management skills. Demonstrated capacity to achieve high quality student outcomes. Demonstrated capacity for leadership of student wellbeing and engagement through Positive Classroom Management Strategies, SWPBS practices, trauma informed practices, restorative practices and DIP funding process. A highly developed capacity to lead a positive school culture, undertake coaching to improve staff capacity and build an effective team. A clear capacity to foster a learning environment that supports students to achieve personal growth and academic success. Highly developed interpersonal and communication skills in individual, small group and community contexts. 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 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au. 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. 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 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 Other Information 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 Please ensure that your application includes: Resume including relevant experience as well as personal details (name, address and contact numbers, business and home). Section addressing the selection criteria and the requirements for application under the Who May Apply section. Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching; and if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programmes in Australia: Standards and Procedures'; a person who graduated from a Victorian Initial Teacher Education (ITE) programme after 1 July 2016 must also 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 ITE programme completed by the person). Location Profile Wedderburn is a small rural community in the North Central district approximately one‑hour drive from Bendigo. The town has a population of 800 people of whom approximately 200 live on town boundary farms. Students draw from the small communities of Korong Vale, Borung and Inglewood. Our F‑12 school has a current enrolment of 217 students. Central to the strategic direction of Wedderburn College is the improvement of learning outcomes for all students and improvement in student engagement in learning. Our College has a whole‑school focus on improving the literacy and numeracy of students and on developing a curriculum that is relevant for students in the 21st century. We are committed to the implementation of the School Wide Positive Behaviour Support (SWPBS) framework and to continuous improvement across our whole college. The College’s vision: ‘Developing positive learners for a world community’, reflects our desire for all students to access opportunities that will allow them to realise positive and productive futures for themselves. The values that underpin the College’s beliefs are Respect, Responsibility and Resilience. The College occupies a significant and valuable place within the wider Wedderburn community and this relationship is a source of pride for both. The College recently finalised building works, which included upgrading the library to a modern Resource Centre with a separate Junior Literacy area, a new administration, and staff work area, a dedicated Numeracy room, Digital Technology Lab, as well as other infrastructure work in College grounds. #J-18808-Ljbffr