Assistant Principal - Wellbeing & Inclusion

Assistant Principal - Wellbeing & Inclusion Job posted: 19/06/2024
Job type: Full time / From 05/08/2024 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1421191
Job posted: 19/06/2024
Closes: 10/07/2024
Occupation: Teacher
Classification: Assistant Principal-Range 1
Job duration: From 05/08/2024 - 26/01/2028
Contact: Tony Roberts | 03 5150 4800
Reference: 1421191
Occupation: Teacher
Salary Range: Salary not specified
Work location: Gippsland | Bairnsdale
Selection Criteria 1. 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.
2. Financial, managerial and administrative ability · Outstanding financial, organisational and resource management skills.
3. 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.
4. 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.
5. 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.
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 Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
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 applications must include current names and contact details of a minimum 3 referees
- Application length including covering letter, selection criteria response and curriculum vitae is to be kept to a maximum 10 pages
Conditions of Employment 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 300kms east of Melbourne CBD and is sited on Gunai-Kurnai land. The College has approximately 1150 students enrolled drawing on local communities, over 60% of these students travel to school on buses. Bairnsdale Secondary College has much to celebrate when we reflect on the past few years. The dedication, resilience and professional commitment of all staff and students to continue to push forward, has really been remarkable. The College embraces the entire school community. Our vision is to create a learning community with a focus on improving teaching practice through ongoing performance development so that students¿ outcomes improve. We have made significant gains in embedding the staged implementation of SWPBS (School Wide Positive Behaviour System). The College values are:
We have a system of 'values points' to recognise the positive behaviour within our student cohort. The prime purpose of our College is to maximise the opportunities and choices for all of our students to ensure they are confident individuals who make positive contributions to their communities. The connection between Wellbeing and Teaching and Learning is always a key focus. Our College supports the needs of all students in terms of wellbeing, a safe and positive learning environment and striving for excellence in academic outcomes for all students to improve choice and opportunity when their time at Bairnsdale Secondary College is concluded. Parent Satisfaction has seen significant improvement, falling just shy of the state average for Victorian Secondary Schools. Measures of endorsement by the staff on the College Climate, has seen significant improvement, being above the state average for Victorian Secondary Schools. These factors combined show a significant development in our desire for whole school improvement. Whilst we celebrate fabulous progress being made in all areas at the College, we continue to strive for continuous improvement. Responsibilities The focus of the role will be leading the management, development and implementation of wellbeing and inclusion programs across the school.
The Assistant Principal for Wellbeing & Inclusion will work as a member of the Executive Team to lead whole school wellbeing and inclusion programs within existing school structures.
Responsibilities include but are not limited to:
· Leading the implementation of the Disability and Inclusion Program.
· Leading the wellbeing and disability inclusion teams and programs within the college.
· Leading staff development and expertise regarding evidence-based inclusion and wellbeing practices.
· Liaising with external agencies, networks and providers to support student learning, including identifying and working with external stakeholders such as FLO settings.
· Management of and building expertise in IEP and SSG development across the staff of the school including support for students with significant behavioural needs.
· Leading and supporting teams of allied health professionals.
· Contributing to the overall leadership and management of the whole school as part of the Executive Team.
Full time / From 05/08/2024 - 26/01/2028
Job classification:Assistant Principal-Range 1
Contact:Tony Roberts | 03 5150 4800
To apply for this role, you will be redirected to the Schools (Government) job application system.

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