Assistant Principal-Range 1 Wellbeing and Inclusion

Assistant Principal-Range 1 Wellbeing and Inclusion Government schools – Melbourne Northern Suburbs VIC Outstanding capacity for visionary and exemplary educational leadership of a school Highly developed skills in leading and managing change including the leadership of others in the process of change. KSC 1 Educational Leadership Outstanding capacity for visionary and exemplary educational leadership of a school Highly developed skills in leading and managing change including the leadership of others in the process of change. KSC 2 Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills KSC 3 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 learning technologies to improve teaching and learning. KSC 4 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. KSC 5 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. An ability to work with parents and the community to develop a strong learning environment. KSC 6 Student Well-being and Inclusion Demonstrated ability to actively lead whole-school improvement initiatives in the area of positive climate of learning, student and staff well-being and disability inclusion. 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 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; Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position. 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 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 To be eligible for employment, transfer or promotion in the principal or teacher class: 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 program 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 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). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile School Profile Meadows Primary School is committed to providing an environment for learning and personal development. We continue to nurture well-rounded individuals who can contribute positively to society whilst embedding our school vision throughout the community. Our vision reads: We are responsible, respectful and resilient. Meadows Primary School’s values are Respect, Resilience and Responsibility. We have Respect for ourselves and others. We are Resilient when faced with challenges. We are Responsible for our learning, our actions and our belongings. Meadows Primary School has a history rooted in the merger of Meadowbank Primary and Campmeadows Primary Schools in 2009. We are located in a well-established area of Broadmeadows in the North-West Victorian Region (NWVR). Meadows Primary School boasts beautiful grounds, a Twenty First Century Learning Centre with 10 classrooms, modern facilities and a sensory room. We have a large spacious library, dedicated AUSLAN room and Art room that all interconnect with our Years 3/4 composite classes and four Year 5/6 composite classes. The school runs four Specialist classes being Physical Education, Visual Arts, AUSLAN and STEM. Each classroom and meeting space has a TV screen, classroom sets of laptops for the Year 3-6 cohorts, while Foundation to Year 2 students have class sets of iPads as digital devices. The school prides itself in being a true school community with both a kindergarten and Community Hub onsite providing numerous benefits to our school community. Our Community Hub offers Playgroups, access to services such as Maternal Health Care Nurse, community activities and runs our whole school free Breakfast Club three morning a week from our fully equipped kitchen. Our Kindergarten, which is run by Northers Schools Early Years Cluster, in response to community need shows the number of three and four year old playgroups is increasing. The Community Hub and Kindergarten makes Meadows Primary School a Birth to Year 6 school and provides positive opportunities for transition and connection to school. Meadows Primary School prides itself as being inclusive and community focused. In addition to three Principal class employees (one Principal and two Assistant Principals), the school currently has three Learning Specialists. The school employs a school Chaplain over four days and two social workers that make up the wellbeing team. They provide one to one counselling to students identified as requiring tier 3 supports. An enrolment of 265 students was recorded for 2025 on Census day, of which 46% identified as male and 54% as female. Meadows Primary School is proudly multicultural having 33 language backgrounds other than English with 79% of students recognised as English as an Additional Language (EAL) learner. Likely Refugee background (6%). Students with a disability identified by the Nationally Consistent Collection of Data (NCCD) was 38% and 24 of our students receive funding through the Program for Students with a Disability. Our students are identified as being disadvantaged and the School Family Occupation and Education Index (SFOE) is at 0.5958 falling into the high range. A Multi-Tiered Support System (MTSS) is implemented when supporting the wellbeing of students at their point of need. A referral pathway is followed and targeted one to one intervention in place for students identified in tier, while students in tiers 1 and 2 are supported with small group, differentiated and universal support programs and strategies. Staff are trained in the trauma informed approaches founded on the Berry Street Education Model (BSEM). A multi-disciplinary team of Allied Health and Wellbeing professionals are based onsite and provide responsive support and the necessary expertise that promotes student access to the curriculum and the successful attainment of the Individual Education Plan goals. Meadows Primary School is committed to keeping abreast of current educational trends. Staff engage in professional learning in line with the school’s strategic directions with the intent to build teacher capacity and improve student learning outcomes in literacy and numeracy, and wellbeing. We will undertake a school review this year and engage with the Intensive School Support Initiative to improve student outcomes in both learning and wellbeing. There is a strong focus on improving student outcomes in literacy and numeracy by building teacher capability in understanding the new 2.0 Englis/Maths curriculum, strengthen assessment practices and differentiate the learning for all students. The school is also engaged with the regional Disability Inclusion Educational Improvement Leader (DI EIL) to begin working with the students and teachers on improving student wellbeing, including increasing voice and agency and an understanding of the Disability Inclusion Model. Teachers work in Professional Learning Communities to plan, using student learning data to drive the planning. #J-18808-Ljbffr