Assistant Principal-Range 2

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 05/08/2024 - 04/08/2029
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1423006
Job posted: 28/06/2024
Closes: 11/07/2024
Occupation: Teacher
Classification: Assistant Principal-Range 2
Job duration: From 05/08/2024 - 04/08/2029
Contact: Jackie Lowther | 03 9546 7666
Reference: 1423006
Occupation: Teacher
Salary Range: Salary not specified
Work location: Melbourne | Southern Metropolitan
Selection CriteriaKSC1 EDUCATIONAL LEADERSHIP
Outstanding capacity for visionary and exemplary specialist education leadership of a diverse community, including an in depth knowledge of specialist curriculum and pedogogy.
KSC2 FINANCIAL, MANAGERIAL AND ADMINISTRATIVE ABILITY
Outstanding financial, organisation and resource management skills.
KSC3 PLANNING, POLICY AND PROGRAM DEVELOPMENT
Exemplary skills and practices that align with the School values, with a demonstrated capacity to achieve the best possible outcomes for students with disabilities, and an ability to implement DE policies.
KSC4 LEADERSHIP OF STUDENTS AND STAFF
Highly developed capacity to motivate staff, develop their talents and build an effective team with a clear capacity to foster a learning environment that takes account of the individual needs of students.
KSC5 INTERPERSONAL AND COMMUNICATION SKILLS
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity which contribute to the development of respectful collaborative relationships with parents/carers and the broader school community.
KSC6 COMMUNITY CRITERIA
Demonstrated capacity to create innovative programs that support the diverse needs of students with a disability.
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 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 Springvale Park SDS strives towards providing an innovative, dynamic centre of learning for students with disabilities. The rich educational programs, along with a focus on maximum independence, will prepare students for their future.

Staff working in an atmosphere of trust and co-operation promote a relaxed, healthy learning environment. The team approach will be a result of communication and professional development.

Springvale Park S.D.S. is an information resource centre for the local community including local schools, sharing its expertise.

In turn, the school will look to the parents and the wider community for increased support to enable the quality, well-resourced programs to expand.

MISSION STATEMENT

Springvale Park Special Developmental School, in partnership with its parents and care givers, works to improve educational outcomes and promote community integration of children and young people with disabilities.

Springvale Park SDS caters for students with moderate to severe intellectual and multiple disabilities. Students are drawn from the Springvale and Dandenong areas. Admission of students to the school is based on meeting a set criteria and the recommendation of a registered psychologist.

Students are grouped according to age and ability. Group sizes range from four to ten students. This enables us to provide a safe, effective and stimulating learning environment to meet individual learning outcomes. There is a structured Early Education Program that provides support for pre school children with developmental delay prior to their entry into school life.


THE PROFILE
There are approximately 190 school-aged students in 2022, which is expected to increase annually. The school is also funded for 22 full time effective Early Education Program students who are between the ages of 2.8 years and 4.8 years.

The Department of Education & Training (DET) funds bus transport to and from school for students within in our designated zone. Our intake area is bounded by Clayton, Centre, Stud and Cheltenham Roads

Our Victorian curriculum provides opportunity for each student to be part of the community in which they live. To work towards this, educational experiences are provided through VELDF, the Victorian curriculum and the 16+ Independent Living Program.

These are enhanced by:

- Extensive swimming and camping programs.
- Duke of Edinburgh Program (Senior students)
- Therapy programs including: Occupational Therapy, Physiotherapy (as required), Music Therapy, and Speech Therapy.
- Multi Sensory Programs (Snoezelen and hydrotherapy)
- Recreation and Sporting programs which include: riding for the disabled, bowling, basketball
- Work Education and experiences for senior students
- Community access via the four school buses and Travel Training
- Attractive outdoor active and passive recreation areas including a sensory & edible garden.
- Expanding computer and technology resources.

These programs are implemented by a multi-disciplinary team which includes: -teachers, education support officers, occupational therapists, speech therapists, physiotherapists, music therapist, language
Full time / From 05/08/2024 - 04/08/2029
Job classification:Assistant Principal-Range 2
Contact:Jackie Lowther | 03 9546 7666
To apply for this role, you will be redirected to the Schools (Government) job application system.

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