Assistant Principal-Range 2 SUBSCHOOL ASSISTANT PRINCIPAL 7

Role The Sub-School Assistant Principal has ultimate accountability for the day-to-day operation of their Houses and their House Leaders. The Sub-School Assistant Principal will : General Liaise with the Sub-School Assistant Principal 10-12 to ensure that the Neighbourhood has a team approach While having a focus on 7-9, support the development of the House system 7-12 in their Neighbourhood and ensure that all processes are in alignment with the other Neighbourhoods Champion student leadership across the Neighbourhood Champion whole-school House activities Convene Neighbourhood Year 7 to 9 suspension meetings Student Well Being Be an active member of the College¿s SWPBS Team Oversee and guide the implementation of the SWPBS program, ensuring the accurate implementation of the matrix, expected behaviours and referral systems across the Neighbourhood Provide support and guidance to staff, both teaching and education support, on SWPBS implementation and conducting Restorative Conversations. Ensure that the SWPBS system is implemented in alignment with the other Neighbourhoods Chair regular case management meetings for Sub-School / House Ensure each Tier 2 and 3 student has a case manager (includes attendance) Support case managers to meet mandated requirements for priority cohorts and to implement supports for Tier 2 and 3 students Ensure staff are accessing Tier 2 / 3 interventions (including school-based interventions) for relevant students Case manage allocated Tier 3 students Respond to major incidents as required Ensure consistent implementation of the Connect curriculum within their Sub-School; and support House Leaders to monitor and provide additional support to teachers Implement the College Attendance Strategy within their Sub-School Curriculum & Pedagogy Ensure the College Instructional Model is being implemented in classes within the Sub-School Participate in College SIT weekly learning walks that relate to the College SIT focus Ensure that within the Sub-School, the curriculum is relevant, challenging and reflects College priorities Assessment and Reporting Ensure assessment and reporting across the Sub-School aligns with college policy Ensure teachers maintain up to date and comprehensive records of student learning progress Professional learning & meetings Convene Sub-School meetings as indicated on the meeting schedule Convene weekly Sub-School meetings of House leaders (and Learning Mentors Home Group Teachers as required) Convene planning time with House leaders in that Sub-School Lead & document regular and efficient meetings that are clearly focused on improving student learning Plan and facilitate regular team meetings focused on discussion and evaluation of student growth Integrate KE¿s, MEA¿s, Well Being and Careers support into Sub-School meetings Build House Leader capability with a view to succession planning Facilitate House Leader development on understanding and interpreting data Communication Provide positive communication channels between House leaders and Learning Mentors Ensure co-curricular activities in the Sub-School are supported and promoted Ensure House leaders and Home Group Teachers are informed of all professional learning opportunities Ensure that there are opportunities to maximise student voice and agency Ensure House leaders hold fortnightly House assemblies as often as opportunities permit Provide regular updates on Sub-School progress to the Neighbourhood and College Leadership The successful applicant will also be required to undertake a whole-school portfolio that will be negotiated at the time of appointment. All Assistant Principals will have a part-time teaching role. Other duties as directed by the Principal Responsibilities Work with the Principal team to provide leadership and modelling of college values across the College Attend and actively contribute to Leadership and all other relevant college meetings and events Adopt college leadership and teacher expectations and model these to other teachers Hold staff accountable for implementing all college processes and procedures, and in particular Contribute to the development of the GSSC Strategic Plan and Annual Implementation Plan Contribute to professional learning at the College Identify poor classroom practice by staff and support those staff to improve Conduct performance reviews of a number of staff Manage the allocated budget othe College Instructional Model othe agreed approach to SWPBS and Restorative Practices Contribute to the development of the GSSC Strategic Plan and Annual Implementation Plan Contribute to professional learning at the College Identify poor classroom practice by staff and support those staff to improve Conduct performance reviews of a number of staff Manage the allocated budget 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. EEO AND OHS Commitment 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. 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 (see). Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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 Sub-School Assistant Principals at Greater Shepparton Secondary College will contribute to the leadership and transformation of the school to provide an excellent education and viable pathways for students by : Building a culture in the Sub-School that mirrors college vision, values, mission and educational philosophy and ensures consistency of agreed practices across the College. Contributing to excellence in teaching, learning and teacher pedagogy. Leading the development of student connections to each other, to staff and to the school and building community participation and ownership of the new school. The role will ensure The smooth running of their Sub-School. Consistent implementation of agreed practices across the College. That students consistently demonstrate the school wide expectations of Be Respectful, Be a Learner and Be Safe and Responsible Students represent the College well in the community The inclusion and development of all students from the wide range of backgrounds in the Sub-School 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 VIT LANTITE 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. #J-18808-Ljbffr