Assistant Principal- Range 3 "Teaching

Assistant Principal- Range 3 "Teaching & Learning with Sub-school Leadership" Department of Education Victoria – Mentone VIC 9d ago , from Department of Education & Training Victoria Mentone Girls Secondary College (MGSC) is the only government girls school in the South‑Eastern suburbs. Students attending the college travel from over 42 different suburbs. The school facilities include an Arts building, Technology Centre, Music and Media Centres, a Middle School Wing, Junior Learning Centre, a VCE Study Centre and a Library. The grounds include a newly upgraded oval which comprises an all‑weather running track, high jump, triple jump and long jump pits, a soccer and football playfield, basketball and netball courts and a gymnasium. In 2021 works on a dedicated STEAM Centre were completed. The enrolment numbers projected to be approximately 1150 students in 2026. The school has high expectations of its staff and students. The College offers specialist programs such as instrumental music and band forms. A Personal Learning Program is part of the compulsory curriculum for students in years 7‑10 and has a well‑being and resilience focus that complements the Health Education and Careers Programs. The College has an established Enhancement Program available from Year 7. The college also has an International Student Program comprising students from several different countries. The College has an Instructional Model known as FIDE (Fire Up, Instruction, Do, Evaluate) which incorporates High Impact Teaching Strategies (HITS) and differentiation. Teachers routinely use data to inform curriculum design and assessment practices and actively seek student and peer feedback to inform and reflect on their teaching. At Mentone Girls' Secondary College we value: The development of the whole person through the resourcing of a broad range of curricular and co‑curricular programs. Student Leadership, Agency and Voice. Diversity and respect. Teacher collaboration. Personal best. Provision of a challenging curriculum. School pride and student well‑being. The benefits that STEAM education can bring to girls' education. Selection Criteria Educational Leadership: Demonstrated capacity for visionary and exemplary educational leadership of a school or learning community, and the ability to lead and manage change effectively. Financial, Managerial and Administrative Ability: Proven ability to plan strategically, manage financial and human resources, and deliver efficient operational outcomes. Planning, Policy and Program Development and Review: Capacity to lead curriculum, teaching and learning initiatives that improve student outcomes and align with Department policies. Leadership of Staff and Students: Ability to motivate, develop and lead staff, while fostering a positive and inclusive learning environment for all students. Interpersonal and Communication Skills: Highly developed interpersonal and communication skills to engage with students, staff, parents, and the wider community. Girls' Education: Proven capacity to positively influence the self‑efficacy of girls in relation to their educational outcomes. Role The Assistant Principal supports the Principal in the leadership and management of the school. This includes responsibility for specific areas such as curriculum development, instructional leadership, staff performance, student well‑being, and community partnerships. Responsibilities Lead and manage staff to improve teaching and learning outcomes. Oversee the development, implementation and evaluation of curriculum programs. Support staff development and performance through coaching and professional learning. Ensure compliance with Department policies, child‑safe standards and school governance requirements. Promote a positive school culture and effective communication with the school community. 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. The Department recognises that the provision of a safe, respectful and inclusive workplace 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. 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: Conditions of Employment 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 Qualification Requirements The person must have provisional or full registration approved by the Victorian Institute of Teaching. 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 program 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 programs in Australia: Standards and Procedures". A person who graduated from a Victorian Initial Teacher Education (ITE) program 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 program completed by the person). #J-18808-Ljbffr