Assistant Principal-Range 1 - Disability, Inclusion and Wellbeing

Job Description

Assistant Principal-Range 1 - Disability, Inclusion and Wellbeing Job posted: 23/01/2025 Job type: Full time / From 17/03/2025 - 26/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Teacher Reference: 1461944 Selection Criteria (a) 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. (b) Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills. (c) 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 and initiatives to a high level. (d) 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. (e) 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. Role The assistant principal reports directly to the principal and has 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 this 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 involves 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 utilizing 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. 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. 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: 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. 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. 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. Location Profile Flemington Primary School was established in the current buildings and location in 1922, and is situated in the quiet residential area of Travancore in inner Melbourne. The school is set back from Mount Alexander Road behind majestic, heritage cast iron gates and the school oval. The school is bounded by Padman Lane, Mount Alexander Road, Cashmere and Mangalore Streets and the Royal Children's Hospital Mental Health Unit. Our guiding philosophy is based on equity of access and high expectations that all children will learn and achieve their full potential. We anticipate that all children will leave Flemington Primary School with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are linked to respect for the rights and responsibilities of all members of our community. Interwoven with this philosophy and aims are the school values of Be Safe, Be Kind, Be Respectful and Be Ready to Learn with the overarching goal of BE YOUR BEST! Every student at FPS is encouraged to reach their potential in a culture that supports 21st-century skills of resilience, collaboration, and teamwork and reflects our school values - be respectful, be safe, be kind, and be ready to learn. Our Mission is: We will provide learning opportunities in supportive and collaborative learning environments. Our Vision is: Students will realise their full potential, contributing to our school, our community, and our world. FPS staff are dedicated to lifelong learning and actively participate in ongoing professional learning and coaching to keep them abreast with current evidence-based practices of teaching and learning. FPS staff are also highly committed to their students' learning and focus on the learning needs of each individual student working with them to establish and achieve their learning goals. Our specialised programs such as Visual Arts, Chinese, an extensive Music program, Health and Physical Education, and weekly visits to our Library support endeavour and encourage our students to explore, question and be curious learners and thinkers. Selection Criteria (f) School Based Criteria Demonstrated capacity to lead and manage the implementation of the Disability Inclusion Reform. The ability to coach and mentor staff to achieve a culture of inclusivity where all students can access the curriculum and achieve learning growth. An ability to develop and maintain strong connections with community and allied health services to enhance student development. #J-18808-Ljbffr