Assistant Principal-Range 2

Job type: Full time / From 07/10/2024 - 05/10/2029
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1421837
Selection CriteriaApplicants are requested to present a written response to the key selection criteria below;
1.Educational leadership a. Outstanding capacity for visionary and exemplary educational leadership of a school or college, with an emphasis on the education of at-risk and vulnerable young people.
b. Highly developed skills in leading and managing change including the leadership of others in the process of change.
2.Financial, managerial, and administrative ability a. Outstanding financial, organisational and resource management skills.
3.Planning, policy and program development and review a. Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes, regardless of students¿ starting points.
b. Demonstrated ability to implement Department policies to a high level.
c. An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
4.Leadership of staff and students a. A highly developed capacity to motivate staff, develop their talents and build an effective team.
b. 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 a. Highly developed interpersonal and communication skills in individual, small group, and community contexts.
b. Exemplary values pertaining to personal qualities of objectivity, sensitivity, and integrity.
c. An ability to work with parents and the community to develop a strong learning environment.
6.Community Engagement a. Ability to work with and support staff to engage with the community to maximise the opportunity to develop partnerships and provide assistance to achieve positive educational outcomes for students and the wider school community.
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.
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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx 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 ProfilePlease read the entire location and role description before considering applying.
This position is for an Assistant Principal level 2 who is excited about working in a trauma-informed way to engage young people in their learning; is open to helping us extend learning opportunities beyond the school gates, and different ways of `doing school¿.
Croydon Community School has a student population of approximately 160 students in Years 7 to 12, divided between a full-time program and a re-engagement centre. We are a specialist school that passionately believes every student deserves the best education there is. Croydon¿s program is based on the powerful principle of ¿one student at a time in a community of learners¿.
We base our pedagogy on the premise that each student has unique interests, needs and abilities that our education program must consider. The key to achievement lies in fostering students¿ individual interests, encouraging their active participation in the learning process, and developing the ability to apply knowledge and skills to life experiences and challenges.
We are looking for an assistant principal with character strengths of fairness, leadership, wisdom, hope, and teamwork.
Factors which impact on students who enrol at Croydon CS include:
¿Extended breaks in their previous education
¿Traumatic experiences in their past and/or present
¿Low learning confidence
¿Deficit literacy and numeracy skills
¿Deficit personal and social capabilities
¿Diagnosed and undiagnosed disabilities
¿Gender and sexual identity
These factors mean that the school¿s design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone¿s personal philosophies. If you are not truly passionate about using a `whatever it takes¿ approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.
The school assesses against the Victorian Curriculum and VCE-VM Atypical requirements of DE and VRQA, whilst under the Big Picture Learning design at all year levels. Previous experience in Big Picture Learning is not required, but a strong belief in Big Picture¿s 12 Distinguishers and an unwavering commitment to teach ¿One student at a time in a community of learners¿ is essential. For more information see https://www.bigpicture.org.au .
The school focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and the maturity to behave professionally to model appropriate boundaries when working with students, their families/carers, and staff is essential.
Every student has an individual education plan and an individual learning plan written every term with them by their support team of teachers, ES, and family/carers. Assessment of learning is conducted in Exhibitions which students present to school staff and families at the end of every term. Diagnostic assessments are also completed, although our preferred focus is on formative assessment and the measurement of growth ahead of achievement levels. More information about the school can be found at our website www.croydoncs.vic.edu.au .
The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with staff and our vulnerable young people who may have experience of complex trauma.
Other relevant data to the school includes:
¿Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.
¿Currently 25% of the students are receiving additional funding under the PSD or DIP.
¿Currently 20% of the students are living in Out of Home Care.
¿100% of students have additional needs, including learning disabilities, serious mental ill-health, severe behaviour disorders and severe language disorders.
¿Approximately half the students have a diagnosis of, or display many of the characteristics of, autism spectrum disorders.
¿75% of students commence significantly below expected levels in literacy and numeracy.
The school is currently completing a new Strategic Plan and AIP after a recent four-yearly review. Although the work is not yet complete, the two goals for the new Strategic Plan are:
Goal 1: Optimise the learning growth of every student.
Goal 2: Develop kind, curious and courageous young people who make positive change to the world around them.
ResponsibilitiesAt commencement, the responsibilities of this role will include:
- school operations (data management, timetable, oversight of school SharePoint document storage, etc.).
- management and supervision of the delivery of teaching programs within the school¿s Re-engagement Centre.
- the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
- management of programs to improve the knowledge and experience of staff within the Re-engagement Centre.
- contribute to the overall management of the school.
Responsibilities will be reviewed and amended on a regular basis to suit changing student, DE, and the school¿s professional needs.
Croydon Community School is therefore looking for an educator who has the flexibility to adapt and positively respond to the challenges of future educational initiatives. Specific areas of responsibility will be determined in consultation with the principal.
1316 jobs are currently listed for Schools (Government)
Job type:Full time / From 07/10/2024 - 05/10/2029

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