Assistant Principal-Range 1- Wellbeing And Inclusion

RoleAssistant 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- Wellbeing and InclusionThe Wellbeing and 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 Wellbeing and Inclusion Leader plays a key role in coordinating the team around the learner.The Wellbeing and 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.ResponsibilitiesResponsibilitiesTypically, 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;· Wellbeing and Inclusion Leader responsibilities 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.
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 plansact as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs to ensure parent(s)/carer(s) understand the importance of supporting learning at home Who May ApplyAppropriately 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 ).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 StandardsVictorian 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 ValuesThe 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 InformationPREPARATION OF APPLICATION:Applicants should adhere to the following procedures for the submission of their application.1.Applications should include a CV containing your address, contact numbers, current position and VIT number.2.Applications must address each of the key selection criteria.3.Applicants must provide the names and contact numbers of three professional referees who can confirm your responses to the key selection criteria (NOTE: the panel may contact referees outside the list and would normally contact current and past principals).Conditions of EmploymentAll 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 LANTITETo 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 ProfileLucas Primary School is a primary school situated in the suburb of Lucas, west of Ballarat's central business district.
The school opened in 2020 with an enrolment of 71 and has maintained significant growth ever since as the Western suburbs of Ballarat continue to grow.
The enrolment is currently 488, which includes 22 classes.
There are equivalent full time staff including: 2 Principal Class, 2 Learning Specialists, 1 Mental Health & Wellbeing Leader, 26 teachers, 2 Learning Tutors and 13 Education Support Staff.
The school features state of the art facilities including two learning community buildings, a Performing Arts and Physical Education facility, a Specialist Pavilion for Visual Arts and STEM and an administration building.Our vision is to empower all students to achieve their best, promoting high quality learning and teaching and excellence in all areas.
We provide an engaging and challenging curriculum that caters for the needs of all learners within a positive, inclusive and supportive learning community.
Our aim is for all students to develop the knowledge, skills and attributes to achieve success in learning and life.
We value and promote strong home-school partnerships and connections with the wider community.
All practices reflect the school's values of Respect, Responsibility, Excellence and Growth.A comprehensive curriculum is offered throughout the school based on the Victorian Curriculum with a strong focus on the core areas of literacy and numeracy.
The school's Instructional Model provides the framework for high quality, consistent practice in all classrooms, incorporating evidence based high impact teaching strategies.
Clear learning intentions and success criteria are developed for all lessons, with explicit teaching provided at students¿ point of need.
Data is collected and used to provide a differentiated program ensuring challenge and support for all learners.
Students in all year levels have reading, writing and numeracy goals they are continually working towards to maximise their learning growth.
Feedback and reflection are important elements of all lessons.
Our specialist program includes Visual Arts, Physical Education, Performing Arts and Japanese.
In 2024 our Lucas LEAP (Outside of School Hours Care) program opened offering an important service to our school community.