Assistant Principal-Range 2 - Melbourne, United States - Schools (Government)

Description

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:

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 Commitment

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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:

DE Values

The Department's employees commit to upholding DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:

Other Information

Applicants wishing to tour the school should contact Executive Assistant Jan Baddeley on

The School Strategic Plan and Annual Report 2022 can be found on the college website.

The portfolio of responsibilities currently includes:

Conditions of Employment

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

The school has approximately 850 students, equivalent full-time staff comprised of 3 Principal Class, Teacher Class and Education Support Class. Demand for places is high and there are limits on the capacity of the school to offer places to students beyond the neighbourhood area.

The school attracts a high proportion of families with a professional background who regularly contribute to decision-making processes and support learning programs. The school has excellent facilities in all curriculum areas and is privileged to have access to outstanding playing fields and grounds with Princes Park adjacent. This beautiful green open space is actively used by classes, and daily student access is supervised at recess and lunchtime.

The school is an inclusive and vibrant environment where students of all backgrounds feel welcome and safe. Widely acknowledged as a high performing school, Princes Hill SC is recognised for its impressive student academic performance, excellence across the curriculum and the enduring social, emotional and personal outcomes for students. Appreciation of differences between people and awareness of individual needs, interests and abilities is central to the College ethos. Mutual respect amongst students and between students and staff is characteristic of relationships.

Evidence based practice and attention to research is important in our organisation's thinking and learning. Realising that students need a range of dispositions, skills, attitudes and understandings to live and learn sustainably and cooperatively in today's world, we maintain mixed ability classes up to Year 10 with a focus on differentiation of learning and challenge. Students are engaged students in the social issues of the day whilst critical and creative thinking, ethical behaviour and intercultural understanding are valued and encouraged. Knowing that wellbeing is fundamental to living well and to learning effectively, the school endorses approaches consistent with positive psychology and restorative practices.

The curriculum makes extensive use of our inner-city location for students' studies and excursions. Consistent with the school's philosophy of providing students with a broad education, the College offers an extensive Camps and Outdoor Education Program utilising the recently upgraded school camp at Mirimbah at the base of Mt Buller and Mt Stirling, and other venues. Further learning extension options include study tours to, Italy, France, China, Indonesia (Science) and Vietnam. In Year 9, all students are involved in our Wilderness Week program where all students have an extended wilderness experience.

Core Values

Princes Hill Secondary College is the centre of a vibrant community of parents, students and teachers. All play an active part in the daily life, decisions and programs of the school. It is a community united by a shared belief in the importance of the following values:

Respect: We value and respect others

Creativity: We nurture a spirit of innovative inquiry and expression

Inclusion: We embrace inclusive practices in our community that value equity and diversity

Resilience: We demonstrate resilience by encouraging persistence, courage and determination

Achievement: We strive to make the most of our opportunities to challenge ourselves and meet our learning goals

These values underpin the teaching philosophy of the school, which recognises that every child is unique and the educational needs of each will be different. Equally the school program is founded upon the belief that every child is able to set and meet challenging goals. The College's capacity to inspire each student to fulfill their potential is a key to the success of the school.