Assistant Principal-Range 2 - Pedagogy And Teacher Practice

Assistant Principal-Range 2 - Pedagogy and Teacher Practice Job posted: 26/06/2024
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1422412
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 their 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.
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 Profile Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne.  We currently have over 1200 students from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff.  At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence.  Our vision of learning is underpinned by our values of Respect, Learning and Working Together.  Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers.  Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences.  Several years ago, we re-designed our learning programme to enable students to excel through a researched based, future focused model of student empowerment. 
Learning at Hampton Park Secondary College is categorised into three stages or programmes:  Explore (Year 7), Enhance (Year 8 and 9), and Excel (Year 10, 11 and 12).  These programmes recognise the unique needs of each student and allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their normal `year level.¿  In 2022, we made structural changes to our Sub Schools.  Following extensive collaboration and consultation with students and staff, our new House System was launched. 
Students and staff are now aligned with one of our four Houses:  Hollows, Freeman, Mabo, and Walton.  Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas.  Our new House System has already created a stronger sense of connection amongst both staff and students, and we see `Houses¿ as being a powerful way to enhance student engagement and sense of belonging. 
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students.  Building upon our already extensive and intensive interventions that sit within our RTI Framework, we have bolstered and extended these supports through refining our MYLNS programme, and our Tutor Learning Initiative.  As always, the programmes for our at-risk students are mirrored by the opportunities offered to our High Ability students, including Extension Maths through TLI and an Extension and Enrichment Writing Programme.
In 2023, we achieved the best senior school results the college has seen since its establishment over 40 years ago.  We achieved a median Study score of 29, up from 27 from the year before.  97 % of our graduating cohort achieved success.  32% of our cohort achieved an ATAR of above 80. Our average ATAR was 68. 
To support improved outcomes, in 2024, we continue to develop curriculum but shift our focus to enhancing pedagogy via, enabling learning walks, peer observation and /or engaging in coaching.  We will continue to engage in PLT¿s to collaborate and analyse data.  We will continue to embed the use of Maestro, a data platform to better understand the learning needs of students so that we may differentiate learning tasks to meet students point of need.
Responsibilities Please note that the individual appointed to this position will teach one class General Responsibilities: · All work aligns with achieving set targets of AIP / SIP
· Modelling practice which includes learning walks, high visibility, high expectations of learning and behaviour
· Engage in coaching with Tim Harper (Coach / Consultant)
· Conduct regular coaching and reflective practice conversations with assigned leadership members
· Performance and development of relevant staff
· Lead and support teachers to embed Berry Street Practices into their Teaching and Learning program
· Participate and lead where required such events as: Open Days / Evenings, Course Counselling, Senior Formals / Valedictory Dinners, Annual Awards Presentations etc
· Other duties as directed by the Principal or their nominee
Specific Responsibilities: · Oversee Peer observations and coaching
· Oversee the implementation of Pivot Survey and Teacher reflection on their classroom practice
· Chairs Pedagogical Improvement Team
· Actively support Hampton Park Secondary College¿s vision, values, and the ongoing implementation of the College Annual Implementation Plan (AIP) and Teaching and Learning Framework
· Actively believe in the teaching and learning philosophy centred around student empowerment and personalised learning pathways
· Lead and model exemplary practice within the learning community
· Provision of outstanding educational leadership through the leading of a key area of responsibility across the school
· In conjunction with the Executive Leadership Team, lead the development and implementation of the Teaching and Learning Framework
· Lead the implementation, review, and construction of an online guaranteed curriculum
· Lead the annual review of the Student Empowered Curriculum Framework including the provision of subjects
· Lead the ongoing development and monitoring of the four layers of curriculum documentation within the college including ensuring all subjects within learning areas and the capabilities are mapped to the Victorian Curriculum
· Leading engagement and active participation of students in learning to support the process of embedding learning dispositions to realise the aspirations of the HPSC Graduate 
Leading Staff: · Lead an allocated group of teaching staff through the Performance and Development Process (i.e., PDP)
· Leading the Curriculum and Pedagogy Team, comprised of the Domain Leaders
· Lead Domain Leaders and the teaching staff in the development and implementation of Developmental Teaching and Assessment Principles (DALP) including consistent practices for rubric creation and moderation across Years 7 ¿ 12
· Ensure the universal classroom assessment and monitoring of student learning is the focus for improvement and starting point for professional learning
· Create an assessment inventory for the college to provide an overarching view of the types of assessment tasks across learning areas that can be audited
· Lead the implementation of highly effective Professional Learning Communities forum
· In conjunction with the Domain Leaders and Learning Specialists, lead the implementation of the college Instructional Model to improve pedagogical practice and student agency in learning
· Model exemplary teaching practice to other teaching staff and invite staff to observe your teaching and offer to observe others
· Support the implementation of the Course Counselling process by preparing the Subject Handbook, Acceleration Policy, and Preparation learning resources.  After course counselling is complete, assist in the checking that curriculum requirements are met for students by notional year level.  In addition, follow the guidance of the Assistant Principal leading the course counselling process, assisting with the process as requested
· Developing and leading ongoing Professional Learning on Curriculum and Assessment design
· Engage the Learning Specialist in PLC design and facilitation
· Fostering a positive culture of collaboration and trust, developing a shared vision and values
· Supporting Student Engagement Leaders with learners displaying complex needs
· In conjunction with the POR for Reporting and Assistant Principal, lead continuous reporting including a review of current reporting practices by engaging with all stakeholders, including teaching staff, the Education Sub-Committee and Student Domain Leaders
· Engage teachers in observation, planning, provision of feedback and action research
· Support teachers to share effective teaching practices and implement sustainable change
Leading Students: · Support in the development and delivery of the Start Up and Commencement Programs for each notional year level
· Lead the Student Domain Leaders, conducting regular meetings to canvass their ideas and feedback pertaining to curriculum, assessment, and reporting
· Developing and implementing a Learning and Assessment Policy/Teaching and Learning Handbook to support fair and consistent practices around learning tasks, late submission, and redemptions
· Support the vision to empower students through increased choice, voice, and agency in learning
Leading Community: · Building opportunities for parent/carers to be partners in learning
· Seeking opportunities with other schools to develop communities of practice
· Proactive communication with HPSC and the wider community
· Increase the profile of the Student Empowered Curriculum Framework through regular items in the college Newshamper and social media
Managerial Responsibilities: · Attend regular weekly ELT meetings
· Be an active member of the Data Team
· Set up clear communication structures with all Domain Leaders
· Be proactive in identifying Occupational Health and Safety issues and ensuring these are addressed
1534 jobs are currently listed for Schools (Government)
Job type:Full time / From 28/01/2025 - 26/01/2028

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