Selection Criteria - Assistant Principal
Visibility
Internal and External
Selection Criteria SC1: Vision and Values
a: Demonstrated capacity to create a shared vision, define and gain acceptance of school goals and set and communicate expectations for effective performance. SC2: Teaching and Learning
a: Outstanding capacity for visionary and exemplary educational leadership of a school.
b: Highly developed skills in leading and managing change including the leadership of others in the process of change.
c: Demonstrated ability to manage the quality of teaching and create a positive culture of challenge, support and collaboration. SC3: 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.
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. SC4: 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 develop their special abilities and talents. SC5: 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. SC6: Community
a: An understanding of the unique challenges of leadership in a small-school rural community, and a demonstrated capacity to provide effective leadership in this context. 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 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 Commitment Applicants 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.
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.
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.
Location Profile Tarnagulla Primary School was established in 1874 and is located in the south of Loddon Shire, 47 kilometres west of Bendigo. In 2023 the school had an Student Family Occupation (SFO) index of 0.5300 with just under half of our current 21 students coming from low socio-economic backgrounds. We believe that all students have the potential to learn and succeed in an environment of dignity and respect. Our mission statement, 'To Inspire Learning' emerges from this belief. This acknowledges that we can't force learning; rather, at our best we seek to create the ideal conditions in which the school community (students, staff and parents) is motivated and engaged with a mindset oriented towards their intellectual and personal development.
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