Assistant Principal-Range 1

Location: North East Region | Shepparton
Job type: Full time / From 22/07/2024 - 21/07/2029
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1419565
Job posted: 14/06/2024
Closes: 27/06/2024
Occupation: Education and Training
Classification: Assistant Principal-Range 1
Job duration: From 22/07/2024 - 21/07/2029
Reference: 1419565
Occupation: Education and Training
Salary Range: Salary not specified
Work location: North East Region | Shepparton
Selection Criteria 1. Educational leadership
(i) Outstanding capacity for visionary and exemplary educational leadership of a school.
(ii) Highly developed skills in leading and managing change including the leadership of others in the process of change.
2. Financial, managerial and administrative ability
(i) Outstanding financial, organisational and resource management skills.
3. 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.
(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.
4. Leadership of staff and students
(i) A highly developed capacity to motivate staff, develop their talents and build an effective team.
(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.
5. 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.
6. School specific criteria
(i) Demonstrated commitment and capacity to actively lead whole school improvement initiatives in the area of Engagement and Wellbeing.
(ii) Demonstrated ability to balance high expectations of all learners with inclusivity and positive education practices.
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 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 (see Workplace adjustment guidelines ).
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:
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:
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 three 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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile Orrvale Primary School, population 381, is situated amongst local orchards, 5 km south-east of Shepparton. We have all the benefits of a larger primary school, in a rural setting, in which community involvement is encouraged. We provide a wide range of specialist and extra-curricular programs including Physical Education, Health, Art, STEM, LOTE (Italian) and Cybersafety. The recently constructed specialist building ensures students learn in a modern learning environment, but also acts as a community hub for Outside Hours School Care, Breakfast Club, parent meetings and education forums.
Currently there are 17 classes with Foundation having straight classes and composite classes throughout the rest of the school. There is a whole school curriculum plan with Year level scope and sequence plans for all curriculum domains developed against the Victorian Curriculum. Whole school Numeracy and Literacy instructional models are aligned to the workshop model as part of DET¿s Literacy and Numeracy strategy. The weekly timetable is structured so that teams within the school have the opportunity to work as part of Professional Learning Communities.
High morale within the community promotes a positive atmosphere, resulting in pride in the school and strong partnerships between staff, students and parents. Regular collaboration with families is encouraged and considered essential to ensure successful learning for every child.
Our staff are committed to improving student outcomes. We build the capacity of our teachers and empower our students, who play an active role in their own learning. Students are able to articulate the skills they need to develop in order to progress to the next stage of learning in both English and Mathematics.
Orrvale Primary School prides itself on the emphasis we place on student engagement and wellbeing. The wellbeing leader coordinates a range of proactive programs such as woodworking, drumbeat, structured lunchtime activities, Art Play, Secret Agent Society and Bike Mechanics.
The principles of Emotional Intelligence are the foundations of our social and emotional development program, and underpin the culture of the school. Orrvale has become a recognised leader in the implementation of Emotional Intelligence education within a primary school environment with the introduction of the RULER approach to developing emotional literacy. RULER encourages perspective taking and empathy, investing students more fully in the health and well-being of their classmates and themselves. RULER raises academic achievement and contributes to more supportive, productive, and compassionate classrooms.
While the school's Student Family Occupation and Education index has remained steady over the last few years and is currently at 0.42, the diversity of cultures within the school has increased. The school now has 27 students for whom English is an additional language, comprising of eight different languages, with the majority of these students originating from India and Turkey. The school currently has 32 indigenous students and has developed its focus on recognizing and celebrating Indigenous cultures. The school is recognised for its inclusion of students with disabilities and every endeavour is made to ensure these students develop to their full potential by providing planned programs in a caring, supportive and inclusive atmosphere.
Full time / From 22/07/2024 - 21/07/2029
Job classification: Assistant Principal-Range 1
Contact: To apply for this role, you will be redirected to the Schools (Government) job application system.

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