Assistant Principal-Range 3

Assistant Principal-Range 3 - Whole school student engagement and management of Mathematics and Everest Programs Department of Education Victoria – Point Cook VIC 7d ago , from Department of Education & Training Victoria Alamanda College is located in the growth corridor of Point Cook. Alamanda College strives to be internationally minded, and provides a supportive, nurturing and challenging learning environment, encouraging high expectations for student success. Alamanda College is currently involved in building upgrade projects. Over the next 3‑4 years the portable buildings will be replaced through a VSBA masterplan. This is an exciting time for the new designs fit for purpose for the next decade at Alamanda College. The design of the permanent buildings in the school is open plan, the school has many relocatable classrooms. A strong focus is placed on collaborative teaching and learning. The schools design lends itself to flexible groupings of children with a differentiated focus on group and individual tasks. The classrooms are grouped in learning communities with shared learning spaces, the modern design requires a demonstrated ability to utilise pedagogical practices suited to these learning spaces. An emphasis will be placed on teachers and children working in home groups and breaking out into small focus groups within each community setting. McRel research in Balanced Leadership, Mentoring and Coaching, Creating High Performing School Cultures underpins the school's work. The school work is aligned to FISO 2.0 through the Victorian teaching and learning model. Alamanda is a 1-to-1-iPad/MacBook school, and uses technology to engage students with their learning, as well as meet their individual needs. Staff must be confident and willing to engage in study of Using Technology with Classroom Instruction that Works research to support this strategy. The primary school is an accredited International Baccalaureate primary school. The PYP is offered for the Prep to Year 6 students, the secondary school is based on the Middle Years Program, which is offered for the Year 7 to Year 9 students. The PYP & MYP Learner Profile underpins the management of students and has helped to build a positive and engaging learning environment. The school will operate with the theory of action: All children can learn. High expectation for every child. Continued effort and practise enables all children and young people to learn, to achieve and to improve their learning potential. Personalised learning, goal setting and differentiation of curriculum tasks and teaching styles improves the capacity for students to learn. All children can learn if given ongoing continued intervention, support and time to practise. There is a strong focus on professional development for all staff, which includes an emphasis on building leadership capacity and implementation of best teaching practice. The 'Practice Principles for Excellence in Teaching and Learning' and Marzano research-based instructional strategies are utilised across the school to ensure that teaching practices are purposeful and are proven to have a high impact on student learning. The school motto is "Dare to be Wise" which underpins management of student engagement and teaching pedagogy. Leadership and the teaching staff strive to implement a guaranteed, viable, rigorous and differentiated curriculum that promotes lifelong learning and encourages students to become global citizens. Selection Criteria a. Educational Leadership (i) Outstanding capacity for visionary and exemplary educational leadership of a school, with a sound understanding of guided inquiry and differentiation needed for improved student outcomes. (ii) Highly developed skills in leading and managing change including the leadership of others in the process of change. (iii) Proven ability to embed a high level improvement strategy across the school and continue to build success strategies. b. Financial, managerial and administrative ability (i) Outstanding financial, organisational and resource management skills. c. Planning, policy and program development and review (i) Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes, primarily in the area of mathematics. (ii) Demonstrated ability to implement Department policies to a high level. (iii) An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning. d. Leadership of staff and students (i) A highly developed capacity to motivate staff, develop their talents and build an effective team, preparedness to work as a coach or mentor for staff in particular during shared planning times. (ii) 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. (iii) Demonstrated capacity to develop and implement a whole school improvement strategy. e. Interpersonal and communication skills (i) Highly developed interpersonal and communication skills in individual, small group and community contexts. (ii) Exemplary values pertaining to personal qualities of objectivity, sensitivity, and integrity. (iii) An ability to work with parents and the community to develop a strong learning environment. (iv) Demonstrated ability to influence staff and students across the school in priority program areas. Role At Alamanda College, Assistant Principals lead a team of year level teachers (approximately 35‑90 staff) and lead their teachers in planning, student management with strong IB and Australian values. The Everest Assistant Principal will oversee and co‑ordinate the Everest Program (Years 7‑9) and whole school Mathematics, offer support to teachers across the whole school for students who would benefit from enrichment and challenge programs. The Assistant Principal will co‑ordinate VHAP CHES Peer Mentoring Coaching exam preparation and manage all high ability and extension learning programs, for example the Assistant Principal will co‑ordinate a team focused on improving, defining and implementing a whole school mathematics program. This position requires direct liaison with the Director of Teaching and Learning and will interface with the school literacy team. The development of enrichment and challenge series across the school is a significant area for development in 2026. The Assistant Principal will also be responsible for duties as designated by the Principal that are directly connected to the operations of the 7‑9 Middle School at Alamanda College. Alamanda College is a flexible work organisation and the Principal will liaise with the Assistant Principal to develop a strategic based approach to assigning duties across the school. The Assistant Principal reports directly to the principal and liaise with the Director of Teaching and Learning. 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 significant decisions relating to programs 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. 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 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: A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A 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. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. 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'; and 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. Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr