Assistant Principal-Range 1 - Inclusion Leader (Assistant Principal - Range 1)

Job posted: 13/06/2024
Location: North East Region | Albury/Wodonga
Job type: Full time / From 27/01/2025 - 25/01/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1420216
Selection Criteria SC1 Educational Leadership Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
SC2 Financial, managerial and administrative ability Outstanding financial, organisational and resource management skills.
SC3 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, and a commitment to, the use of learning technologies to improve teaching and learning.
SC4 Leadership of staff and students A highly developed capacity to motivate staff, develop 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.
SC5 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.
SC6 Local Criteria Outstanding professional and personal attributes, including perseverance, collaboration and an improvement focus. The 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.
Assistant Principal- Inclusion The Inclusion Leader will ensure students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school's leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists. The Inclusion Leader plays a key role in coordinating the team around the learner.
The Inclusion Leader will play a key role in the school's transition to Disability Inclusion, which will include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students.
This person will also fulfill the role of Mental Health and Wellbeing Leader.
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; be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students; play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs); prioritise resources and time to identify and consider the needs of students with disability and additional needs; have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the  IEP quality checklist rubric , through supporting/building capacity of teachers to develop quality IEPs ensure the student has a voice in setting learning targets during the IEP process determine whether other students with disability and additional needs could benefit from an IEP review school processes for student support groups, personalised goal setting and IEPs build staff capacity to understand, develop and implement IEPs  collaborate with services working in the school to deliver adjustments to students ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor) promote a culture of high expectations and aspirations for the learning of students with disability or additional needs embed inclusion and disability expertise in strategic planning and recruitment practices of the school embed evidence-based inclusive education and human rights obligations into school policies and plans act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs ensure full use of assessment for learning ensure parent(s)/carer(s) understand the importance of supporting learning at home  · Disability Inclusion specific process responsibilities lead contact for Disability Inclusion within the school, for example for the Disability Inclusion Regional Implementation Team promote the implementation of all elements of Disability Inclusion at the school register students who require a profile meeting respond to any requests from facilitators for additional information ensure Disability Inclusion profile meetings are booked for all students who require profile meetings support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings liaise with the school's Student Support Services key contact as required where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting. · Other duties as requested by the Principal.
Who May Apply Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS CommitmentApplicants 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. 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 Baranduda Primary is a "neighbourhood school" in a tight-knit community, drawing students from the Baranduda residential area and the broader surrounding district adjacent to the City of Wodonga. The school is set within a secure, developing population and is strongly supported by its community who share the goal of accessing high quality education for their children. Locally, families have alternative non-government schools that directly compete for the enrolments of young people within our community. Baranduda is a satellite suburb of Wodonga (located approximately 10kms from the CBD), consequently a group of students travel from the town of Wodonga to attend our school, presenting with a more diversified background to the immediate local community.
The majority of our families have English as their first language and are mainly employed in professional and semi-professional positions in Albury/Wodonga, with a significant number (approximately 10%) being members of the Defence Forces. 
Baranduda Primary identifies its purpose as striving to deliver innovative and personalised learning in a supportive and safe environment, which is inclusive of all community members.
The school operates 9 multi-age classes that are committed to student progress in literacy and numeracy within an engaging learning environment that is focused on delivering a curriculum based on student interests, problem solving and creativity. Classes operate in three Learning Teams, each working to meet the specific learning needs of students at stages across our school. Specialist programs in Science, Visual and Digital Arts, The Resilience Project and Auslan as a Language Other Than English, enhance the diversity of quality learning experiences. All members of staff work as a professional team in the provision of student-centred educational services. The school actively seeks to develop the professional capacity of its staff and the quality of its curriculum, while fostering relationships and teamwork both within the school and beyond.
The school is motto is Being Our Best which is shown through our values of Learning, Responsibility and Respect, which are now embedded within our positive, inclusive school culture. Along with a strong academic focus, our learning environment promotes the social and emotional growth of every child, while supporting all staff and families within this environment.
Full time / From 27/01/2025 - 25/01/2030

#J-18808-Ljbffr